


































Global Research in Higher Education 
ISSN 2576-196X (Print) ISSN 2576-1951 (Online) 

Vol. 6, No. 1, 2023 

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36 

 

Original Paper 

An Investigation of Social Emotional Learning Skills in Primary 

Schools in Terms of Some Variables 

Hakan Usakli
1
 

1
 Sinop University, Sinop, Turkey 

 

Received: January 15, 2023     Accepted: February 4, 2023     Online Published: March 1, 2023 

doi:10.22158/grhe.v6n1p36               URL: http://dx.doi.org/10.22158/grhe.v6n1p36 

 

Abstract 

In this study, the social-emotional learning skills of the students attending the fourth and fifth grades of 

primary school were examined in terms of gender, class, parental association, assertiveness, 

aggression, and submissiveness variables. As a measurement tool in the study, it consists of four 

dimensions and twenty-one items developed by Baydan (2010). Behavioral Tendency Scale for 

Children, which was developed by Deluty (1979) and adapted to Turkish by Usakli (2006), was used. 

The findings of the study revealed that there were significant differences in the social-emotional 

learning skills of the students attending the fourth and fifth grades in terms of gender, class, parental 

association, assertiveness, aggression, and submissive variables. In future studies, it may be about 

giving social emotional learning skills training in different grade levels by associating it with 

assertiveness training. 

Keywords 

Social Emotional Learning, Behavioral Tendency, Primary School Students 

 

1. Introduction 

1.1 Assertiveness 

Assertiveness, which is used in the sense of assertive, coercive, rapid, assist, favor in English, indicates 

staying away from aggression and submissive as a form of behavior. 

Adler (1994), as personality traits of aggressive types; smugness indicates greed, jealousy, stinginess, 

and hatred. On the other hand, non-aggressive types have restrained instincts that indicate isolation, 

fear, timidity, and decreased adaptability. 

Egan (1976) mentions three dimensions for successful applications of interpersonal communication. 

The first dimension is awareness or discrimination, which is one of the key factors of social 

intelligence, the ability to understand what we want in an interpersonal or social situation. The second 



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is the technology dimension, which includes techniques used in interpersonal situations. The third 

dimension is assertiveness. 

Aggressive, shy, and assertive are among the behavioral tendencies that a child can show in general 

(Deluty, 2004; Deluty & Usakli, 2009). However, these behavioral tendencies are not separate but 

overlapping and complementary forms. Translated into Turkish as assertive, confident, the word is used 

in the sense of “acar who throws himself into danger or difficulties without fear” (TDK, 2005, p. 143). 

As a terminological definition, an assertive person is the behavior of being egalitarian in his relations, 

not carrying unnecessary worries, defending himself, expressing his feelings comfortably and 

protecting his own rights without violating the rights of others (Alberti & Emmons, 1998, p. 41). 

Student personality services are of great importance in preparing children for life, especially in their 

relations with their peers, by displaying assertiveness (acting effectively) skills and establishing more 

meaningful relationships with them (Korkut, 2007). Guidance and psychological counseling services 

are of great importance in preparing children for life, “incorporating not only the guidance services but 

also the programs of some related courses” (Korkut, 2007, p. 138). This type of behavior, supported by 

academic studies, is the continuation of studies gathered under social skills in our country (Bacanli, 

2008, 1997, 1994). As a matter of fact, in the 4+4+4 education system regulated by the new law, the 

term primary school has been replaced by primary school as in the past and guidance hours have been 

removed. 

The first studies on assertiveness and assertiveness education in our country were initiated by (Voltan, 

1980). Studies on this subject in the last ten years have been carried out within the scope of 

psychoeducation. An assertive person is defined as a person who defends his/her own rights while 

respecting the rights of others. However, the important thing in defending this right is that both parties 

can defend the difficulty they face with a “win-win” approach. Since assertiveness is an interpersonal 

skill, it also includes the ability to solve problems on the axis of this skill. 

Defining assertiveness as a right, it has a broad perspective as the right to make mistakes, to be given 

priority, the rights that are possible for other people’s needs to be valid for the individual as well, the 

right to demand without feeling guilty and selfish, the individual’s right to take responsibility for the 

consequences of his own actions and thoughts.  

The main points of these three types of behavior that are assertive, aggressive, and shy are stated as 

follows. In assertive behavior, the person can easily express himself and meet his needs. While doing 

these, he does not hurt others and feels good. In the form of non-aggressive (shy) behavior, the person 

may deny their wishes in order to satisfy others. He can sacrifice his own needs to meet the needs of 

others. In aggressive behavior, the person seeks to dominate by acting as he wishes at the expense of 

others (Greenberg, 2002, p. 95). 

 

 



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In general, the individual with the assertive behavior style; We can define them as having no difficulty 

in expressing their beliefs, feelings, and thoughts, more effective in interpersonal relations, but 

respectful of other people's rights and capable of protecting their own rights. 

It is known that shy, aggressive, and assertive behavior patterns are stimulant, behavior and reaction 

patterns in terms of eye contact, body posture, gestures, facial expression, tone of voice, timing and 

content (Usakli, 2006). As a matter of fact, Deluty (1985) stated that in the environments of discussion, 

injustice, praise, provocation, interaction, decision making and criticism; submissive, not being able to 

say no, not being able to be objective, hypersensitivity, crying out of place, difficulty in expression, 

indecision. Aggression against this is physical, verbal, gestures, acting on behalf of someone else, using 

someone else’s weakness in discussion, speaking as if giving orders, unnecessary or inappropriate 

demands, and reacting at inappropriate times. 

The assertive child expresses himself clearly and directly, while respecting the rights and feelings of 

others. For example, the assertive reaction of one child who is being teased to the other child who is 

being teased, “Please stop making fun of me. You wouldn’t like it if I made fun of you too!” may be 

(Deluty, 2004, p. 32). 

Studies conducted in recent years have shown that shy verbal expressions are associated with 

depression (Osatuke et al., 2007), and that dominant language use characteristics of different genders 

are determined, especially in early childhood, and primary school years (Bablekou, 2009), and 

socio-cultural differences between genders in terms of aggression and submissive. There are studies 

that are related to the structure (Gerber, 2009). In their recent study, Atli, Kaya, and Macit (2010) 

found that shy behavior in secondary school students varies depending on school type, gender, grade 

level, achievement, place of residence, economic level, education level of parents, and violence 

perpetrated by parents. 

In order to measure assertiveness in the research, the original name “Children Action Tendency Scale 

(CATS)” measurement tool developed by Deluty (1979) was adapted into Turkish by Usakli (2006), 

the first author of these studies. It is a compelling choice measurement tool in which shy, aggressive 

and assertive behavior pairs are formed in order to question the reaction tendencies of 6-12 age group 

children in the face of a total of 13 conflicting situations. The Turkish adaptation, expert opinion and 

similar scales were validated, and the reliability study was conducted with the test repetition method, 

and it is a very suitable measurement tool that can be used for the sample of this research with its 

assertiveness, aggression, and submissive dimension (Usakli, 2006, p. 136). 

 

 

 

 

 



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1.2 Social Emotional Learning Skills 

In general, SEL describes the individual’s dominance over emotions. SEL is about children and young 

people’s ability to successfully fulfill important life tasks. In this sense, IBL is related to 

comprehensive psychological counseling and guidance services. In terms of IBL, life tasks of 

individuals are to meet their personal and social needs, to be productive individuals in the society, and 

to integrate their own thoughts and behaviors. SBL is a kind of development, maturation process for 

individuals. During this process, some basic skills need to be acquired. It requires managing emotions, 

establishing healthy relationships, setting positive goals, fulfilling personal and social needs, and taking 

moral initiative (Usakli, 2017). 

Social Emotional Learning basically includes five skills; Self-Awareness (Recognizing your emotions, 

values and strengths), Self-Management (Managing your emotions and behaviors to reach your goal), 

Social Awareness (Empathizing with others and showing it), Relationship Skills (Creating positive 

relationships, working in a team and displaying the ability to work effectively), Responsible Decision 

Making (Making ethical choices about personal and social behavior). (Usakli, 2017). 

 

2. Method 

2.1 Research Pattern 

The study was designed as a quantitative research method. 

2.2 Sample 

The research was carried out with five hundred students from two primary schools and three middle 

schools located in the city center of Sinop and determined by random sampling. 

2.3 Test Apparatus 

As a measurement tool in the study, it consists of four dimensions and twenty-one items developed by 

Baydan (2010). Behavioral Tendency Scale for Children, which was developed by Deluty (1979) and 

adapted to Turkish by Usakli (2006), was used. 

The validity correlation coefficient of the social-emotional skill perception scale ranged between .51 

and .78. The reliability correlation coefficient varies between .64 and .84. Cronbach's alpha value for 

the whole scale is .92 (Baydan 2010). 

The validity correlation coefficient of the Child Behavior Tendency scale ranged from .47 to .78. The 

reliability coefficient varies between .75 and .89 (Usakli, 2006). 

 

 

 

 

 

 



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3. Results 

The findings obtained as a result of examining whether social emotional learning skills differ according 

to demographic variables such as gender, class level and cohabitation of parents are included in this 

section. Afterwards, the relationships between IBL skills and submissive, aggression and assertiveness 

were presented, and then the findings on the effects of IBL skills on assertiveness and aggression were 

emphasized. 

According to the gender variable, students' perceptions of social emotional learning skills include 

problem solving (t: 2.652, p<.01), coping with stress (t: 2.283, p<.05); It was found that there was a 

difference in terms of communication skills (t: 3.062, p<.01) and total score (t: 2.771, p<.01). 

According to the findings, the females’ problem solving, coping with stress, communication and total 

scores (X=16.57; 16.28; 10.88; 57.40) were higher than those of the boys (X=16.12; 15.87; 10.46; 

55.91), respectively, in terms of gender variable. There was no significant difference between the 

groups in terms of skills that increase self-esteem score (t: 1.229, p>.05). Problem solving (t: 3.646, 

p<.01), coping with stress (t: 3.545, p<.01), communication skills (t: 3.961, p<.01) were among the 

students’ perceptions of social-emotional learning skills according to the grade level variable of the 

study. , self-esteem enhancing skills (t: 3.678, p<.01) and total score (t: 4.323, p<.01) were found. 

According to the results, the fourth graders’ problem solving, coping with stress, communication, skills 

that increase self-esteem and total scores (X=16.58; 16.30; 10.87; 13.77; 57.51) of the fourth graders in 

terms of the grade level variable were found in the fifth grade. Higher than the other classes (X=15.88; 

15.64; 10.28; 13.16; 54.96). When looking at the variable of parents’ living together, the students’ 

perceptions of social emotional learning skills include problem solving (t: 2.169, p<.05), 

communication skills (t: 2.083, p<.05), skills that increase self-esteem (t: 2.086). , p<.05) and total 

score (t: 2.261, p<.05) were found. It was found that there was no difference in coping skills (t: 1.821, 

p>.05). According to the results, the problem solving, communication, skills that increase self-esteem 

and the total scores of those whose parents live together, respectively, in terms of living together with 

their parents (X=16.39, 10.71, 13.57, 56.78) compared to those whose parents live together (X=15.34, 

9.93, 12.90, 53.48) is higher. 

The relationship between SBL skills and submissive, aggression and assertiveness was examined with 

the correlation coefficient. The results obtained are presented in Table 1. 

 

 

 

 

 

 

 



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Table 1. Relationships between Social Emotional Learning Skills and Submissive, Aggression and 

Assertiveness 

 Submissive Aggressive Assertive 
Behavioral 

Tendency Total  
SD 

Problem 

Solving 
.09 -.32* .30** -.04 16.32 1.92 

Coping Stress .10* -.29** .25** -.05 16.06 2.00 

Communication 

Skills 
.08 -.30** .28** -.04 10.65 1.54 

Rising 

Self-esteem 

Skills 

.02 -.21** .22** -.03 13.55 1.70 

Social 

Emotional 

Learning Skills 

Total 

.09 -.33** .31** -.05 56.59 6.00 

 
12.07 5.92 20.37 38.36   

SD 3.32 4.81 3.90 2.27   

Note. *P<0.05. **P<0.01. 

 

As it can be seen in Table 1, it was found that all of the relationships between the total score of IBL 

skills and the four sub-skills and aggression were negative. The correlation coefficients range from -.21 

to -.33. The relationship between assertiveness and SEL skills is positive and the coefficients vary 

between .22 and .31. It was found that the total scores of submissive and behavioral tendency and IBL 

skills were not high and not significant. Based on the significant relationships between the variables, 

the effect of SBL skills on aggression and assertiveness was examined with Multiple Linear Regression. 

The results regarding the effect of IBL skills on aggression are given in Table 2. 

 

 

 

 

 



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Table 2. The Effect of Social Emotional Learning Skills on Aggression 

 B 
Standard 

Error 
β t p 

Fixed 20.503 1.981  10.351 .000 

Problem Solving -.227 .271 -.091 -.836 .403 

Relation Skills -.254 .275 -.082 -.925 .355 

Rising Self-esteem 

Skills 
.223 .238 .078 .937 .349 

Social Emotional 

Learning Total 
-.198 .155 -.247 -1.279 .202 

R=.346  R
2
=.119    

F=16.285  p=.000    

 

According to the results of the multiple regression analysis performed to determine the effect of social 

emotional learning skills consisting of problem solving, communication skills, coping with stress and 

self-esteem on aggression, problem solving, communication, skills that increase self-esteem, and SDS 

total skills score are significantly correlated with assertiveness (R).=.346, R2=.119) (F(4-480)=16.285, 

p<0.01). Together, these variables explain approximately 12% of the variation in aggression scores. 

According to the standardized regression coefficients, the relative importance of the predictive 

variables on assertiveness was SDS total score (β=-0.247), problem solving (β=-0.091), communication 

skills (β=-0.082), and skills that increase self-esteem (β=0.078). Considering the significance tests of 

the regression coefficients, it is seen that the predictive variables are not significant predictors of 

assertiveness. The findings obtained as a result of examining the effect of SBL skills on assertiveness 

with multiple regression are presented in Table 3. 

 

 

 

 

 

 

 

 



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Table 3. The Effect of Social Emotional Learning Skills on Assertiveness 

 B 
Standard 

Error 
β t p 

Fixed 9.188 1.621  5.667 .000 

Problem Solving .305 .222 .150 1.371 .171 

Relation Skills .323 .225 .128 1.436 .152 

Rising Self-Esteem 

Skills 
.069 .195 .030 .354 .724 

Social Emotional 

Learning Total 
.032 .127 .050 .256 .798 

R=.320  R
2
=.102    

F=13.685  p=.000    

 

According to the results of the multiple regression analysis performed to determine the effect of social 

emotional learning skills, consisting of problem solving, communication skills, coping with stress and 

skills that increase self-esteem, on assertiveness, there is a significant relationship between problem 

solving, communication, skills that increase self-esteem, and SDS total skills score (R). =.320, R2=.102) 

(F(4-480) =13.685, p<0.01). Together, these variables explain 10% of the change in assertiveness 

scores. According to the standardized regression coefficients, the relative importance of the predictive 

variables on assertiveness was problem solving (β=0.150), communication skills (β=0.128), IDS total 

score (β=0.050), and skills that increase self-esteem (β=0.354). Considering the significance tests of the 

regression coefficients, it is seen that the predictive variables are not significant predictors of 

assertiveness. 

 

4. Conclusion and Recommendations 

Social emotional learning should be the ultimate goal of education and all schools should open their 

doors to it (Elias, 2019). It is seen that these findings obtained in the research are consistent with some 

studies conducted in Turkey and abroad (Asher & Williams, 1987). Interventions with a combination of 

various methods are very effective especially for rejected, unwanted and aggressive children (Coie & 

Krehbiel Koeppl, 1990, p. 333). As a result, it can be said that friendship education, which is 

systematically given through drama (activities), has positive effects and contributions in the 

development of friendship relations of students. 



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It is known that the main goal in assertiveness is to find the best solution for all people. At the end of 

this study, some skills were taught to increase the assertiveness of the students. The skills of making a 

request to enter the game, assertively defending one’s right without showing fight and flight reactions, 

saying no when necessary, asking for help when needed, helping those in need are the skills that were 

tried to be given to the students within the scope of the study. 

There is a need for in-class activities to support students’ social and emotional learning processes. 

These activities can be done with techniques and methods such as drama, circle time, role playing, 

group counseling. 

 

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