Araştırma Makalesi | Açık Erişim
Anadolu Türk Eğitim Dergisi 2026, Clt. 8(1) 178-189
Social - Emotional Learning Skills Scale (SELSS): Development, Validity and Reliability Study
ss. 178 - 189 | DOI: https://doi.org/10.29329/ated.2026.1415.11
Yayın Tarihi: Haziran 29, 2026 | Görüntüleme Sayısı: 0/0 | İndirilme Sayısı: 0/0
Özet
Social Emotional Learning (SEL) is a fundamental process that encompasses individuals' abilities to manage their emotions, establish empathy with others, develop positive social relationships, and make responsible decisions. The primary purpose of this study is to develop a valid and reliable scale to measure the social emotional learning skills of primary school students. The draft measurement instrument was designed to encompass the five core dimensions of social emotional learning accepted in the literature: self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. To test the psychometric properties and construct validity of the developed scale, statistical analyses were conducted on the dataset. The Kaiser-Meyer-Olkin (KMO) measure of sampling adequacy was calculated to test the suitability of the data for factor analysis. Exploratory factor analysis (EFA) was applied to determine the factor structure of the scale. Confirmatory factor analysis (CFA) was subsequently conducted to verify the accuracy of the obtained structure and to test the model fit. Within the scope of reliability studies, internal consistency coefficients were examined for the whole scale and its sub-dimensions. The findings obtained from the analyses indicate that the developed scale has adequate psychometric properties. In conclusion, it was determined that the Social Emotional Learning Scale is a valid and reliable measurement instrument that can be utilized to assess the social emotional learning skills of primary school students.
Anahtar kelimeler: Scale development, social emotional learning skills, social, emotional
APA 7th edition
Admis, A., & Kinay, I. (2026). Social - Emotional Learning Skills Scale (SELSS): Development, Validity and Reliability Study. Anadolu Türk Eğitim Dergisi, 8(1), 178-189. https://doi.org/10.29329/ated.2026.1415.11
Harvard
Admis, A. and Kinay, I. (2026). Social - Emotional Learning Skills Scale (SELSS): Development, Validity and Reliability Study. Anadolu Türk Eğitim Dergisi, 8(1), pp. 178-189.
Chicago 16th edition
Admis, Abdullah and Ismail Kinay (2026). "Social - Emotional Learning Skills Scale (SELSS): Development, Validity and Reliability Study". Anadolu Türk Eğitim Dergisi 8 (1):178-189. https://doi.org/10.29329/ated.2026.1415.11
Bartlett, M. S. (1951). The effect of standardization on a χ² approximation in factor analysis. Biometrika, 38(3-4), 337–344. ( https://doi.org/10.1093/biomet/38.3-4.337 )
Bentler, P. M., & Bonett, D. G. (1980). Significance tests and goodness of fit in the analysis of covariance structures. Psychological Bulletin, 88(3), 588–606. ( https://doi.org/10.1037/0033-2909.88.3.588 )
Büyüköztürk, Ş. (2020). Sosyal bilimler için veri analizi el kitabı. Pegem Akademi.
Byrne, B. M. (1998). Structural equation modeling with LISREL, EQS, and AMOS: Basic concepts, applications, and programming. Lawrence Erlbaum Associates. ( https://doi.org/10.4324/9780203774762 ).
CASEL. (2020a). Evidence-based social and emotional learning programs: CASEL criteria updates and rationale. ( https://casel.org/11_casel-program-criteria-rationale/?view=1 )
CASEL. (2020b). What is SEL? Collaborative for Academic, Social, and Emotional Learning. ( https://casel.org/what-is-sel/ )
CASEL. (2025). Fundamentals of SEL: What is the CASEL framework: Self-management. ( https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/#self-management )
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2012). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları. Pegem Akademi Yayıncılık.
Demir, E. (2024). Ölçek geliştirme sürecinde doğrulayıcı faktör analizi. M. Acar Güvendir & Y. Özer Özkan (Ed.), Tüm yönleriyle ölçek geliştirme süreci içinde (ss. 125–154). Pegem Akademi.
Demirci, A. Z., & Bıçakçı, Y. M. (2022). Sosyal duygusal öğrenmeye giriş. Y. M. Bıçakçı (Ed.), Sosyal duygusal öğrenme içinde (ss. 1–20). Nobel Akademik Yayıncılık.
DeVellis, R. F. (2022). Ölçek geliştirme ilkeleri (A. S. Sağkal, Çev.). T. Totan (Çev. Ed.), Ölçek geliştirme: Kuram ve uygulamalar içinde (ss. 73–113). Nobel Yayıncılık.
Doğan, H. (2021). Sosyal duygusal öğrenme nedir? H. E. Aygün & Ç. Ş. Taşkın (Ed.), Temel eğitimde sosyal-duygusal öğrenme içinde (ss. 1–17). Vizetek Yayınları.
Elçik, F., & Bayındır, N. (2015). Üstün yetenekli öğrencilerin sosyal-duygusal becerilerinin demografik özelliklere göre değişimi. The Journal of International Educational Sciences, 2(1), 179–192.
Elias, M. J., Zins, J. E., Weissberg, R. P., Frey, K. S., Greenberg, M. T., Haynes, N. M., Kessler, R., Schwab-Stone, M. E., & Shriver, T. P. (1997). Promoting social and emotional learning: Guidelines for educators. Association for Supervision and Curriculum Development.
Forza, C., & Filippini, R. (1998). TQM impact on quality conformance and customer satisfaction: A causal model. International Journal of Production Economics, 55(1), 1–20. ( https://doi.org/10.1016/S0925-5273(98)00007-3 )
Goleman, D. (1996). Duygusal zekâ: Neden IQ’dan daha önemlidir? (B. S. Yüksel, Çev.). Varlık Yayınları.
Goleman, D. (2003). Duygusal zekâ. Varlık Yayınları.
Gürek, M., & Kıran Akça, B. (2022). İlköğretim çağında sosyal ve duygusal öğrenme becerilerinin gelişiminde okulların rolü. International Social Mentality and Researcher Thinkers Journal, 8(60), 1127–1132. ( https://doi.org/10.29228/smryj.63018 )
Howard, M. (2016). A review of exploratory factor analysis decisions and overview of current practices: What we are doing and how can we improve?. International Journal of Human-Computer Interaction, 32(1), 51–62. ( https://doi.org/10.1080/10447318.2015.1087664 )
Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55. ( https://doi.org/10.1080/10705519909540118 )
Kabakçı, Ö. F., & Korkut Owen, F. (2010). Sosyal duygusal öğrenme becerileri ölçeği geliştirme çalışması [A study of development of Social Emotional Learning Skills Scale]. Eğitim ve Bilim, 35(157), 153–166.
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31–36. ( https://doi.org/10.1007/BF02291575 )
Kılıç, A. F. (2022). Ölçek geliştirme sürecinde açımlayıcı faktör analizi. M. Acar Güvendir & Y. Özer Özkan (Ed.), Tüm yönleriyle ölçek geliştirme süreci içinde (ss. 69–125). Pegem Akademi.
MacCallum, R. C., Browne, M. W., & Sugawara, H. M. (1996). Power analysis and determination of sample size for covariance structure modeling. Psychological Methods, 1(2), 130–149. ( https://doi.org/10.1037/1082-989X.1.2.130 )
MEB. (2024). Sosyal duygusal öğrenme becerileri kitapçığı. Millî Eğitim Bakanlığı. ( https://orgm.meb.gov.tr/www/sosyal-duygusal-beceriler/icerik/2677 )
Neeru, M. (2020). Social emotional learning and education technology. International Journal of Educational Assistance and Scientific Research, 4(10), 163–166. ( https://doi.org/10.33564/IJEAST.2020.v04i10.031 )
Orçan, F. (2018). Exploratory and confirmatory factor analysis: Which one to use first? Journal of Measurement and Evaluation in Education and Psychology, 9(4), 413–421. ( https://doi.org/10.21031/epod.394323 )
Salovey, P., & Mayer, J. D. (1990). Emotional intelligence. Imagination, Cognition and Personality, 9(3), 185–211. ( https://doi.org/10.2190/DUGG-P24E-52WK-6CDG )
Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research Online, 8(2), 23–74. ( https://doi.org/10.23668/psycharchives.12784 )
Schumacker, R. E., & Lomax, R. G. (2010). A beginner's guide to structural equation modeling (3rd ed.). Routledge.
Shevlin, M., & Miles, J. N. V. (1998). Effects of sample size, model specification and factor loadings on the GFI in confirmatory factor analysis. Personality and Individual Differences, 25(1), 85–90. ( https://doi.org/10.1016/S0191-8869(98)00055-5 )
Sürücü, L., Şeşen, H., Maslakçı, A., & Yeloğlu, H. O. (2023). SPSS, AMOS ve PROCESS Macro ile ilişkisel, aracı/düzenleyici ve yapısal eşitlik modellemesi. Detay Yayıncılık.
Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson Education.
TÜSİAD. (2019). Sosyal ve duygusal öğrenme becerileri raporu. Türkiye Sanayici ve İş İnsanları Derneği. ( https://tusiad.org/tr/yayinlar/raporlar/item/10450-sosyal-ve-duygusal-ogrenme-becerileri )
Weisberg, R., Durlak, J., Domitrovich, C., & Gulotta, T. (2021). Sosyal ve duygusal öğrenme (T. Hidayet, Çev.). Sosyal ve duygusal öğrenme el kitabı içinde (ss. 3–32). Tuncay Yayıncılık.
Wheaton, B., Muthén, B., Alwin, D. F., & Summers, G. F. (1977). Assessing reliability and stability in panel models. D. R. Heise (Ed.), Sociological methodology 1977 (pp. 84–136). Jossey-Bass. ( http://dx.doi.org/10.2307/270754 )
Yaman, N., & Yalçıntaş, Z. (2024). Türkiye eğitim sisteminde sosyal-duygusal öğrenme. İlke Yayıncılık.
Zins, J. E., & Elias, M. J. (2007). Social and emotional learning: Promoting the development of all students. Journal of Educational & Psychological Consultation, 17(2–3), 233–255. ( https://doi.org/10.1080/10474410701413152 )
