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Çatışma Çözme ve Akran Arabuluculuk Eğitimi Programının Sosyal Duygusal Öğrenme ve Üstbiliş Becerileri Üzerindeki Etkisi

Year 2017, Volume: 8 Issue: 2, 66 - 80, 31.12.2017

Nermin Koruklu Ali Serdar Sağkal Yalçın Özdemir Yaşar Kuzucu

Abstract

Araştırmanın
amacı, Çatışma Çözme ve Akran Arabuluculuk Eğitimi Programı’nın ortaokul
beşinci sınıf öğrencilerinin sosyal duygusal öğrenme becerileri ile üst biliş
becerilerinden olumlu üst endişe ve bilişsel izleme üzerindeki etkilerinin
incelenmesidir. Araştırma, öntest-sontest kontrol ve plasebo gruplu  yarı deneysel desen kullanılarak
gerçekleştirilmiştir. Deney grubuyla araştırma kapsamında hazırlanan Çatışma
Çözme ve Akran Arabuluculuk Eğitimi Programı 6 hafta süreyle haftada iki ders saati
olmak üzere toplam 12 oturumda yürütülmüş; kontrol grubuyla herhangi bir
etkinlik yürütülmemiştir. Plasebo grubuna ise 5 haftalık bir süreçte haftada 2 ders
saati olmak üzere toplamda 10 oturumluk Verimli Ders Çalışma Programı
uygulanmıştır. Araştırma, Aydın ilindeki iki farklı ortaokulun beşinci
sınıfları üzerinde yürütülmüştür. Çalışma grubu; 48 deney, 52 kontrol ve 52
plasebo grubunda olmak üzere toplam 152 öğrenciden oluşmuştur. Tek yönlü kovaryans analizi ile elde
edilen bulgular, deney grubuna uygulanan Çatışma Çözme ve Akran Arabuluculuk Eğitimi
Programı’nın öğrencilerin sosyal duygusal öğrenme beceri düzeylerinin
artmasında etkili olduğunu göstermiştir. Ancak, üst biliş becerilerilerinden;  olumlu üst endişe ve  bilişsel izleme boyutlarında bir değişim
gözlenmemiştir. Elde edilen bulguların alana etkileri ve öneriler alanyazın
ışığında tartışılmıştır.

Keywords

Çatışma Çözme Akran Arabuluculuk Sosyal Duygusal Öğrenme Üst Biliş Becerileri

References

  • Bacow, T. L., Pincus, D.B., Ehrenreich, J.T., & Brody, L. R. (2009). The metacognitions questionnaire for children: Development and validation in a clinical sample of children and adolescents with anxiety disorders. Journal of Anxiety Disorders. 23(6):727-36. doi: 10.1016/j.janxdis.
  • Benson, A. J., & Benson, J. M. (1993). Peer mediation: Conflict resolution in schools. Journal of School Psychology. 31(3), 427-430
  • Bodine, R.J., & Crawford, D.K., (1998). The handbook of conflict resolution education. A guide to building quality programs in schools. San Francisco: The Jossey-Bass Education Series.
  • Burke, R.W.(2002). Social and emotional education in the classroom, Kappa Delta Pi Record, 38:3, 108-111, DOI: 10.1080/00228958.2002.10516354
  • Crawford, D.K., & Bodine, R.J. (1996). Conflict resolution education: A guide to implementing programs in schools, youth-serving organizations, and community and juvenile justice settings (Program Report). file:///C:/Users/Windows7/Desktop/conflict%20resolution%20education.pdf
  • Damirchi, E.S., Bilge, F., (2014). Barış eğitimi programının yedinci sınıf öğrencilerinin çatışma çözme ve iletişim becerilerine etkisi. Eğitim ve Bilim, 39 (175), ss. 309-318, DOI: 10.15390/EB.2014.2983
  • Dykeman, C., Daehlin, W., Doyle, S., & Flamer, H.S. (1996). Psychological predictors of school-based Violence: Implications for school counselors. The School Counselor, (44): 35-44
  • 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. Alexandria, VA: Association of Supervision and Curriculum Development.
  • Gehlbach, H., (2004). Social perspective taking: A Facilitating aptitude for conflict resolution, historical empathy, and social studies achievement. Theory & Research in Social Education, 32:1, 39-55, DOİ:10.1080/0093310473242
  • Green, S. B. & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
  • Giuliano, J.D. (1994). A Peer education program to promote the use of conflict resolution skills among at-risk school age males. Public Health Reports, 109(2): 158–161
  • Heydenberk, R. A., & Heydenberk, W. R., (2005). Increasing meta-cognitive competence through conflict resolution. Education and Urban Society, (37), 4: 431-452
  • Heydenberk, R. A., Heydenberk, W. R., & Tzenova, V. (2006). Conflict resolution and bully prevention:skills for school success. Conflıct Resolutıon Quarterly, (24), 1: 55-69, DOI: 10.1002/crq.157
  • Horowitz, S.V., Boardman, S., (1995). The role of mediation and conflict resolution in creating safe learning environments. Thresholds in Education, (21) 2 : 43-50
  • Irak, M. (2012). Üstbiliş Ölçeği Çocuk ve Ergen Formunun Türkçe standardizasyonu, kaygı ve obsesif-kompülsif belirtilerle ilişkisi. Türk Psikiyatri Dergisi, 23(1): 47-54
  • Johnson, D. W., & Johnson, R.T., (1996). Conflict resolution and peer mediation programs ın elementary and secondary school. Review of Educational Research, (66) 4: 459
  • Johnson, D.W., Johnson, R.T., & Dudley, B., (1992). Effects of peer mediation training on elementary school students. Conflict Resolution Quarterly, (10)1: 89–99
  • Johnson, D.W., Johnson, R.T., Dudley, B., & Açıkgöz, K., (1994). Effects of conflict resolution training on elementary school students. The Journal of Social Psychology, 134 (6): 673-686
  • Jones, T. S. (2004). Conflict resolution education:The field, the findings,and the future.Conflıct Resolution Quarterly, (22) 1–2
  • Kabakçı, Ö. F., & Korkut-Owen, F. (2010). Sosyal Duygusal Öğrenme Becerileri Ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157): 152-166
  • Kılıçarslan, S., Atıcı, M., (2015). Çatışma çözme eğitim programının ilköğretim 6. Ve 7. Sınıf öğrencilerinin çatışma çözme davranışları üzerindeki etkisi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24 (2): 137-158
  • Lösel, F., & Beelman, A. (2003). Effects of child skills training in preventing antisocial behavior: A systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science, 587: 84–109
  • Poulou, M. (2007). Social resilience within a social and emotional learning framework: the perceptions of teachers in greece. Emotional & Behavioural Difficulties, 12 (2), 91-104
  • Payton, J. W., D. A. Wardlaw, P. A. Graczyk, M. R. Bloodworth, C. J. Tompsett, & Weissberg, R. P.. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behaviors in children and youth. Journal of School Health 70(5): 179-185
  • Peterson, R.L., & Skiba, R., (2001) Creating school climates that prevent school violence, the clearing house: A Journal of Educational Strategies, Issues and Ideas, (74)3: 155-163, DOI: 10.1080/00098650109599183
  • Ragozzino, K., Resnik, H.,Utne-O’Brien, M., & Weissberg, R.P., (2003). Promoting academic achievement through social and emotional learning. Educational Horizon, (81) 4: 169-171
  • Robert W. Burke (2002). Social and emotional education in the classroom.Kappa Delta Pi Record, (38)3: 108-111, DOI: 10.1080/00228958.2002.10516354
  • Rozencwajg, P. (2003). Metacognitive factors in scientific problem solving strategies. European Journal of Psychology of Education, (3): 281-294
  • Smith, M., & Sidwell, J. (1990). Trainning and implemantation guide for student mediation in secondary schools. New Mexico Center For Dispute Resolution.
  • Smith, S. W.,, Daunic, A.P., Miller, M. D., & Robinson T. R. (2002). Conflict resolution and peer mediation in middle schools: Extending the process and outcome knowledge base.The Journal of Social Psychology, (142)5: 567-586, DOI: 10.1080/00224540209603919
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th Ed.). Boston: Allyn& Bacon. Totan, T. , Kabasakal, Z., (2012). The effect of problem solving skills training on the social and emotional learning needs and abilities of 6 th grade students. Problem çözme becerileri eğitiminin ilköğretim altıncı sınıf öğrencilerinin sosyal ve duygusal öğrenme ihtiyaçları ve becerileri üzerine etkisi, 11(3): 813–828
  • Totan, T., Özyesil, Z., Deniz, M. E., & Kiyar, F. (2014). The ımportance of rural, township, and urban life in the ınteraction between social and emotional learning and social behaviors. Educational Sciences: Theory & Practice, 14(1): 41–52
  • Yılmaz, F. (2014). Ortaokul 6.7.8. sınıf öğrencilerinin algılanan ebeveyn tutumları ile sosyal duygusal öğrenme becerileri arasındaki ilişkinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi İstanbul: İstanbul Arel Üniversitesi Sosyal Bilimler Enstitüsü.
  • Tolan, P., & Guerra, N., (1994). What Works in Reducing Adolescent Violence: An Empirical Review of the Field. Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado, Boulder, 439 UCB, Boulder, CO 80809-0442
  • Triliva, S., & Poulou, M. (2006). Greek teachers' understandings and constructions of what constitutes social and emotional learning. School Psychology International, 27 (3): 315-338
  • Karakelle, S. (2012). Üst Bilişsel Farkındalık , Zekâ , Problem Çözme Algısı ve Düşünme İhtiyacı Arasındaki Bağlantılar. Interrelations between Metacognitive Awareness , Perceived Problem Solving , Intelligence and Need for Cognition, Eğitim ve Bilim, 37(164)
  • Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, (14): 621-640
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Learning influences. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and educational practice (pp. 199–211). Berkeley, CA: McCatchan.
  • Wittmer,D.S., Honig, A.S., (1994). Encouraging positive social development in young children. Young Children, (49) 5: 4-12
  • Göğebakan Yıldız, D. (2016). Effectiveness of Conflict Resolution and Peer Mediatıon Training Program Applied at Middle School Level ( A Longitudinal Study ) Ortaokul Düzeyinde Uygulanan Anlaşmazlık Çözümü ve Akran Arabuluculuk Eğitim Programının Etkililiği ( Boylamsal Bir Çalışma. E-Uluslararası Egitim Araştırmaları Dergisi, 7(2): 36–55. http://doi.org/10.19160/e-ijer.41016
  • Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, (17), 2-3: 191-210, DOI: 10.1080/10474410701413145

The Effects of Conflict Resolution and Peer Mediation Training Program on Social Emotional Learning and Metacognition Skills

Year 2017, Volume: 8 Issue: 2, 66 - 80, 31.12.2017

Nermin Koruklu Ali Serdar Sağkal Yalçın Özdemir Yaşar Kuzucu

Abstract

The purpose of this research was to examine the
effects of Conflict Resolution and Peer Mediation Training Program on the fifth
grade students’ social emotional learning, positive meta-worry and cognitive
monitoring skills. The research was carried
out using a pretest – posttest control and placebo group quasi-experimental
design. Within the scope of the study, Conflict Resolution and Peer Mediation Training
Program was applied to the experimental group for a period of six weeks, two
course hours in a week and in a total of 12 sessions. While any program was
applied to the control group, the placebo group was given a training about Effective
Studying for a period of five weeks, two couse hours in a week and in a total
of 10 sessions. Research was conducted with the participation of fifth grade
students of two middle schools which are located in the city of Aydın. The
study group included 152 students; 48  in
the experimental, 52 in the control, and 52 in the placebo group. A one way
analysis of covariance  indicated that Conflict
Resolution and Peer Mediation Training Program is effective in increasing
students’ social emotional learning skills. On the other hand, there was no
significant differences among  experimental,
control and placebo groups in terms of positive meta-worry and cognitive
monitoring skills.  Implications and suggestions
for future research was discussed in the light of literature.

Keywords

Conflict Resolution Peer Mediation Social Emotional Learning Skills Metacognition Skills

References

  • Bacow, T. L., Pincus, D.B., Ehrenreich, J.T., & Brody, L. R. (2009). The metacognitions questionnaire for children: Development and validation in a clinical sample of children and adolescents with anxiety disorders. Journal of Anxiety Disorders. 23(6):727-36. doi: 10.1016/j.janxdis.
  • Benson, A. J., & Benson, J. M. (1993). Peer mediation: Conflict resolution in schools. Journal of School Psychology. 31(3), 427-430
  • Bodine, R.J., & Crawford, D.K., (1998). The handbook of conflict resolution education. A guide to building quality programs in schools. San Francisco: The Jossey-Bass Education Series.
  • Burke, R.W.(2002). Social and emotional education in the classroom, Kappa Delta Pi Record, 38:3, 108-111, DOI: 10.1080/00228958.2002.10516354
  • Crawford, D.K., & Bodine, R.J. (1996). Conflict resolution education: A guide to implementing programs in schools, youth-serving organizations, and community and juvenile justice settings (Program Report). file:///C:/Users/Windows7/Desktop/conflict%20resolution%20education.pdf
  • Damirchi, E.S., Bilge, F., (2014). Barış eğitimi programının yedinci sınıf öğrencilerinin çatışma çözme ve iletişim becerilerine etkisi. Eğitim ve Bilim, 39 (175), ss. 309-318, DOI: 10.15390/EB.2014.2983
  • Dykeman, C., Daehlin, W., Doyle, S., & Flamer, H.S. (1996). Psychological predictors of school-based Violence: Implications for school counselors. The School Counselor, (44): 35-44
  • 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. Alexandria, VA: Association of Supervision and Curriculum Development.
  • Gehlbach, H., (2004). Social perspective taking: A Facilitating aptitude for conflict resolution, historical empathy, and social studies achievement. Theory & Research in Social Education, 32:1, 39-55, DOİ:10.1080/0093310473242
  • Green, S. B. & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
  • Giuliano, J.D. (1994). A Peer education program to promote the use of conflict resolution skills among at-risk school age males. Public Health Reports, 109(2): 158–161
  • Heydenberk, R. A., & Heydenberk, W. R., (2005). Increasing meta-cognitive competence through conflict resolution. Education and Urban Society, (37), 4: 431-452
  • Heydenberk, R. A., Heydenberk, W. R., & Tzenova, V. (2006). Conflict resolution and bully prevention:skills for school success. Conflıct Resolutıon Quarterly, (24), 1: 55-69, DOI: 10.1002/crq.157
  • Horowitz, S.V., Boardman, S., (1995). The role of mediation and conflict resolution in creating safe learning environments. Thresholds in Education, (21) 2 : 43-50
  • Irak, M. (2012). Üstbiliş Ölçeği Çocuk ve Ergen Formunun Türkçe standardizasyonu, kaygı ve obsesif-kompülsif belirtilerle ilişkisi. Türk Psikiyatri Dergisi, 23(1): 47-54
  • Johnson, D. W., & Johnson, R.T., (1996). Conflict resolution and peer mediation programs ın elementary and secondary school. Review of Educational Research, (66) 4: 459
  • Johnson, D.W., Johnson, R.T., & Dudley, B., (1992). Effects of peer mediation training on elementary school students. Conflict Resolution Quarterly, (10)1: 89–99
  • Johnson, D.W., Johnson, R.T., Dudley, B., & Açıkgöz, K., (1994). Effects of conflict resolution training on elementary school students. The Journal of Social Psychology, 134 (6): 673-686
  • Jones, T. S. (2004). Conflict resolution education:The field, the findings,and the future.Conflıct Resolution Quarterly, (22) 1–2
  • Kabakçı, Ö. F., & Korkut-Owen, F. (2010). Sosyal Duygusal Öğrenme Becerileri Ölçeği geliştirme çalışması. Eğitim ve Bilim, 35(157): 152-166
  • Kılıçarslan, S., Atıcı, M., (2015). Çatışma çözme eğitim programının ilköğretim 6. Ve 7. Sınıf öğrencilerinin çatışma çözme davranışları üzerindeki etkisi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 24 (2): 137-158
  • Lösel, F., & Beelman, A. (2003). Effects of child skills training in preventing antisocial behavior: A systematic review of randomized evaluations. Annals of the American Academy of Political and Social Science, 587: 84–109
  • Poulou, M. (2007). Social resilience within a social and emotional learning framework: the perceptions of teachers in greece. Emotional & Behavioural Difficulties, 12 (2), 91-104
  • Payton, J. W., D. A. Wardlaw, P. A. Graczyk, M. R. Bloodworth, C. J. Tompsett, & Weissberg, R. P.. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behaviors in children and youth. Journal of School Health 70(5): 179-185
  • Peterson, R.L., & Skiba, R., (2001) Creating school climates that prevent school violence, the clearing house: A Journal of Educational Strategies, Issues and Ideas, (74)3: 155-163, DOI: 10.1080/00098650109599183
  • Ragozzino, K., Resnik, H.,Utne-O’Brien, M., & Weissberg, R.P., (2003). Promoting academic achievement through social and emotional learning. Educational Horizon, (81) 4: 169-171
  • Robert W. Burke (2002). Social and emotional education in the classroom.Kappa Delta Pi Record, (38)3: 108-111, DOI: 10.1080/00228958.2002.10516354
  • Rozencwajg, P. (2003). Metacognitive factors in scientific problem solving strategies. European Journal of Psychology of Education, (3): 281-294
  • Smith, M., & Sidwell, J. (1990). Trainning and implemantation guide for student mediation in secondary schools. New Mexico Center For Dispute Resolution.
  • Smith, S. W.,, Daunic, A.P., Miller, M. D., & Robinson T. R. (2002). Conflict resolution and peer mediation in middle schools: Extending the process and outcome knowledge base.The Journal of Social Psychology, (142)5: 567-586, DOI: 10.1080/00224540209603919
  • Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics (4th Ed.). Boston: Allyn& Bacon. Totan, T. , Kabasakal, Z., (2012). The effect of problem solving skills training on the social and emotional learning needs and abilities of 6 th grade students. Problem çözme becerileri eğitiminin ilköğretim altıncı sınıf öğrencilerinin sosyal ve duygusal öğrenme ihtiyaçları ve becerileri üzerine etkisi, 11(3): 813–828
  • Totan, T., Özyesil, Z., Deniz, M. E., & Kiyar, F. (2014). The ımportance of rural, township, and urban life in the ınteraction between social and emotional learning and social behaviors. Educational Sciences: Theory & Practice, 14(1): 41–52
  • Yılmaz, F. (2014). Ortaokul 6.7.8. sınıf öğrencilerinin algılanan ebeveyn tutumları ile sosyal duygusal öğrenme becerileri arasındaki ilişkinin incelenmesi. Yayınlanmamış Yüksek Lisans Tezi İstanbul: İstanbul Arel Üniversitesi Sosyal Bilimler Enstitüsü.
  • Tolan, P., & Guerra, N., (1994). What Works in Reducing Adolescent Violence: An Empirical Review of the Field. Center for the Study and Prevention of Violence, Institute of Behavioral Science, University of Colorado, Boulder, 439 UCB, Boulder, CO 80809-0442
  • Triliva, S., & Poulou, M. (2006). Greek teachers' understandings and constructions of what constitutes social and emotional learning. School Psychology International, 27 (3): 315-338
  • Karakelle, S. (2012). Üst Bilişsel Farkındalık , Zekâ , Problem Çözme Algısı ve Düşünme İhtiyacı Arasındaki Bağlantılar. Interrelations between Metacognitive Awareness , Perceived Problem Solving , Intelligence and Need for Cognition, Eğitim ve Bilim, 37(164)
  • Veenman, M. V. J., & Beishuizen, J. J. (2004). Intellectual and metacognitive skills of novices while studying texts under conditions of text difficulty and time constraint. Learning and Instruction, (14): 621-640
  • Wang, M. C., Haertel, G. D., & Walberg, H. J. (1997). Learning influences. In H. J. Walberg & G. D. Haertel (Eds.), Psychology and educational practice (pp. 199–211). Berkeley, CA: McCatchan.
  • Wittmer,D.S., Honig, A.S., (1994). Encouraging positive social development in young children. Young Children, (49) 5: 4-12
  • Göğebakan Yıldız, D. (2016). Effectiveness of Conflict Resolution and Peer Mediatıon Training Program Applied at Middle School Level ( A Longitudinal Study ) Ortaokul Düzeyinde Uygulanan Anlaşmazlık Çözümü ve Akran Arabuluculuk Eğitim Programının Etkililiği ( Boylamsal Bir Çalışma. E-Uluslararası Egitim Araştırmaları Dergisi, 7(2): 36–55. http://doi.org/10.19160/e-ijer.41016
  • Zins, J.E., Bloodworth, M.R., Weissberg, R.P., & Walberg, H.J. (2007). The scientific base linking social and emotional learning to school success. Journal of Educational and Psychological Consultation, (17), 2-3: 191-210, DOI: 10.1080/10474410701413145
There are 41 citations in total.

Details

Primary Language Turkish
Subjects Studies on Education
Journal Section Research Article
Authors

Nermin Koruklu

Ali Serdar Sağkal This is me

Yalçın Özdemir This is me

Yaşar Kuzucu This is me

Publication Date December 31, 2017
Submission Date December 19, 2017
Acceptance Date December 29, 2017
Published in Issue Year 2017 Volume: 8 Issue: 2

Cite

APA Koruklu, N., Sağkal, A. S., Özdemir, Y., Kuzucu, Y. (2017). Çatışma Çözme ve Akran Arabuluculuk Eğitimi Programının Sosyal Duygusal Öğrenme ve Üstbiliş Becerileri Üzerindeki Etkisi. Adnan Menderes Üniversitesi Eğitim Fakültesi Eğitim Bilimleri Dergisi, 8(2), 66-80.