Does participation of nursing students in social activities affect their social emotional learning skills?

The purpose of this chapter is to explore how social and emotional learning (SEL) skills impact the ability of students to develop creativity in classrooms. After exploring the significance of creativity and SEL in modern education, the chapter will aim to uncover parallels in the recommended education programs for both sets of skills. Additionally, this chapter will explore which specific set of SEL skills positively support the growth of creativity in children. Furthermore, the ideal classroom environment to simultaneously foster creativity and SEL will be discussed in the chapter. Finally, the teacher's role in a class where SEL and creativity are prioritized will be analyzed to uncover what strategies a teacher can employ in order not to hinder creativity or give rise to stress among the students. After answering these questions, the authors aim to unveil the effects that remote learning during the COVID-19 pandemic has had on the aspects of SEL discussed above.

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The relationship between social–emotional learning ability and perceived social support in gifted students

Gifted Education International ◽

10.1177/0261429416657221 ◽

2016 ◽

Vol 34 (1) ◽

pp. 76-95

Author(s):

Üzeyir Ogurlu ◽

Hatun Sevgi-Yalın ◽

Fazilet Yavuz-Birben

Keyword(s):

Social Support ◽

Perceived Social Support ◽

Social Emotional Learning ◽

Gifted Students ◽

Social And Emotional Learning ◽

Emotional Learning ◽

Social Emotional ◽

Learning Skills ◽

Social And Emotional ◽

The Relationship

This study aimed to examine the relationship between social–emotional learning skills and perceived social support of gifted students. Based on this relationship, the authors also examined to what extent social and emotional learning skills were predictive of social support. In addition, gender variables were compared in social and emotional learning skills and social support as well. By convenient sampling, the study was carried out as a correlational research design and involved 117 gifted middle school students who attended an enriched after school program. For the collection of data, Social Emotional Learning Skills Scale (SELSS) and Child-Adolescent Social Support Scale (CASS) were used. Results showed that there was a significant correlation between SELSS and CASS. Regression analysis indicated that social and emotional learning skills explained 29% of social support importance section and 43% of frequency section. Another important finding was that gifted students saw close friends as the primary source of social support and their teachers as the important social support source. In addition, the most significant difference between female and male students was also found on most subscales of two scales in favour of females. Discussion and suggestions were provided based on the findings.

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