Abstract:

The aim of this study is to determine whether the problem-solving skills, social adaptation skills and social emotional learning skills are differentiated in terms of gender, class level, school type, the level of social adaptation skills and social emotional learning points of the problem-solving subdimensions. For this purpose, a total of 792 high school students have been applied problem-solving inventory for children at primary education level, social adaptation inventory and the Social Emotional Learning Skills Scale (SDÖBÖ). In the statistical analysis of the study, the independent average test, Pearson Moments' Collapse Correlation, and Multi-direct Regression Analysis techniques were applied. According to the study, the ratings of problem-solving skills and social adaptation skills between girls and boys have shown a significant difference in the ratings in favor of men. 7th grade and 8th grade students have a problem-solving skill score of 7. Classes are significantly different.  The average score between the normal high school and the problem-solving skills and social adaptation skills has been shown to differ significantly in the benefit of the normal high school. Problems solving skills have seen significant levels of relationships between the subdimensions, social harmony and social emotional learning points. The problem-solving skill scores revealed 43% of the variance in social harmony and 50% of the variance in social emotional learning. These results are based on recommendations for future research.

Keywords: