Abstract:

This study was carried out with the aim of examining the social-emotional learning levels of secondary school students studying at Sports High School and different high schools according to various variables. The universe of the research consisted of students at the secondary education level of the province of Gaziantep in the 2021-2022 academic year. The sample consists of 211 (28.9%) Sports High Schools that take students with special talent exam, 185 (25.3%) Science High Schools, 163 (22.3%) Anatolian High Schools who take students with LGS exam and a total of 731 volunteer students, including 172 (23.5%) Vocational High School, 262 (35.8%) female and 469 (64.2%) male students. In the study, in which the general screening method was used, the "Social Emotional Learning Scale (SELS)" was used together with the personal information form for the students. As a result of the research, it was determined that the social-emotional learning skill levels of Science High School, Anatolian High School, Sports High School and Vocational High School students, who had different academic achievement levels in the sub-dimensions of "Task definition", "Peer relations" and "Self-Regulation", differed in the total score of SEL. There is a parallelism between Science High School, Vocational High School and Anatolian High School students in terms of academic success and social emotional learning skills, but there is no significant difference in terms of social emotional learning skills, although there is a general difference between Sports High School students and Science High School students in terms of academic success. We can say that the students who see students improve their social-emotional learning skills thanks to the trainings they regularly perform and the competitions they participate in.

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