Sosyal Duygusal Öğrenme Alanında Yapılan Akademik Çalışmaların Bibliyometrik Analizi

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Blau, I., Inbal, T.S., & Avdiel, O., (2020) How does the pedagogical design of a technology-enchanced collanorative academic course promote digital literacies, self-regulation, and perceived learning of students. The Internet and Higher Education, 45. https://doi.org/10.1016/j.iheduc.2019.100722

Brackett, M.A., Reyes, M.R., Rivers, S.E., Elbertson, N.A., & Salovey, P., (2012). assessing teachers’ beliefs about social and emotional learning. Journal of Psychoeducational Asseassment. 30(3). 219-236. https://doi.org/10.1177/0734282911424879

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CASEL. (2022). What is the CASEL framework? https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/

Cobo, M.J., Loper-Herrera, A.G., Herrera-Viedma, E., & Herrera, F., (2011). science mapping software tools: review, analysis, and cooperative study among tools. Journal of The American Society for İnformation Science and Technology, 62(7), 1382-1402.

Corcoran, R.P., Cheung, A.C.K., Kim, E., & Xie, C., (2018). Effective universal school-based and emotional learning programs for improving academic achievement: a systematic review and meta-analysis of 50 years of research. Educational Research Review, 25, 56-72. https://doi.org/10.1016/j.edurev.2017.12.001

Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it? Early Education and Development, 17(1), 57-89. https://doi.org/10.1207/s15566935eed1701_4

Domitrovich, C.E., Durlak, J.A., Staley, K.C., & Weissberg, R.P., (2017). Social-emotional competence: an essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416. https://doi.org/10.1080/10409289.2010.497450

Donthu, N., Kumar, S., Mukherjee, D., Pandey, N., & Lim, W.M., (2021). How to conduct a bibliometric analysis: an overview and guidelines. Journal of Bussiness Research, 133, 285-296. https://doi.org/10.1016/j.jbusres.2021.04.070

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Ellegaard, O., & Wallin, J.A. (2015). The bibliometric analysis of scholarly production: how great is the impact? Scientometrics, 105, 1809-1831. https://doi.org/10.1007/s11192-015-1645-z

Epçaçan, C. (2023). Sosyal Duygusal Öğrenme. M. Yalın Uçar (Ed.), Sosyal Duyuşsal Öğrenme (Kuramdan Uygulamaya) içinde (1. Baskı, ss. 55-74). Efe Akademi.

Flook, L., Goldberg, S. B., Pinger, L., & Davidson, R. J. (2015). Promoting prosocial behavior and self-regulatory skills in preschool children through a mindfulness-based kindness curriculum. Developmental Psychology, 51(1), 44–51. https://doi.org/10.1037/a0038256

Göl-Guven M., (2021). SDÖ Tanımı, Kavramsal Çerçevesi Modeller ve Yöntemler. M. Göl-güven (Ed.), Çocuklukta Sosyal ve Duygusal Öğrenme içinde. (ss. 27-40). Yeni İnsan Yayınevi.

Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37–51. https://doi.org/10.1037/amp0000452

Hoffman, D. M. (2009). Reflecting on social emotional learning: A critical perspective on trends in the United States. Review of educational research, 79(2), 533-556.

Ip, H.H.S., Wong, S.W.L., Chan, D.F.Y., Byrne, J, Chen, L., Yuan, V.S.N., Lau, K.S.Y., & Wang, J.Y.W., (2018). Enhance Emotional and Social Adaptation Skills for Children with Autism Spectrum Disorder: A Virtual Reality Enabled Approach. Computers & Education, 117, 1-15. https://doi.org/10.1016/j.compedu.2017.09.010

Järvelä, S., Kirschner, P.A., Panadero, E. et al. (2015). Enhancing socially shared regulation in collaborative learning groups: designing for CSCL regulation tools. Education Tech Research Dev, 63, 125–142. https://doi.org/10.1007/s11423-014-9358-1

Kabakçı, Ö. F., & Korkut, F., (2008). 6-8. sınıftaki öğrencilerin sosyal-duygusal öğrenme becerilerinin bazı değişkenlere göre incelenmesi. Eğitim ve Bilim, 33(148), 77-86.

Mahoney, J. L., & Weissberg, R. P. (2018). SEL: What the research says. Educational Leadership, 76(2). https://www.ascd.org/el/articles/sel-what-the-research-says

Osher, D., Kidron, Y., Brackett, M., Dymnicki, A., Jones, S., & Weissberg, R. P. (2016). Advancing the science and practice of social and emotional learning: looking back and moving forward. Review of Research in Education, 40(1), 644-681. https://doi.org/10.3102/0091732X16673595

Özhan, M. B., Taşgın, A., & Kandırmaz, M. (2023). K12 beceriler çerçevesi: türkiye bütüncül model bağlamında sosyal duygusal öğrenme becerileri. Milli Eğitim Dergisi, 52(1), 1027-1054. https://doi.org/10.37669/milliegitim.1308964

Rus-Calafell, M., Garety, P., Sason, E., Craig, T. J. K., & Valmaggia, L. R. (2018). Virtual reality in the assessment and treatment of psychosis: a systematic review of its utility, acceptability and effectiveness. Psychological Medicine, 48(3), 362–391. https://doi.org/10.1017/S0033291717001945

Taylor, R.B., Oberle, E., Durlak, J.A., & Weissberg, R.P. (2017). Promoting positive youth development through school-based social emotional learning ınterventions: a meta-analysis of follow-up effects. Child Development, 88(4), 1156-1171.

Totan, T., & Kabakçı, Ö. F. (2010). İlköğretim ikinci kademe öğrencilerinde sosyal duygusal öğrenme becerilerinin zorbalığı yordama gücü. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 23(2), 575-600.

Uzun, M. (2025). Türkiye yüzyılı maarif modeli kapsamındaki sosyal duygusal öğrenme özelliklerinin incelenmesi. Uluslararası Sosyal Bilimler ve Eğitim Araştırmaları Dergisi, 11(2), 63-78. https://doi.org/10.24289/ijsser.1610561

Ülçay, O. (2024). Türkiye yüzyılı maarif modeli değerlendirmesi. Ulusal Eğitim Toplum ve Dünya Dergisi, 1(2), 70-75. https://doi.org/10.5281/zenodo.11097248

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Wald, H. S., Anthony, D. Hutchinson, T. A., Liben, S., Smilovitch, M., & Donato, A. A. (2015). Professional identity formation in medical education for humanistic, resilient physicians: pedagogic strategies for bridging theory to practice. Academic Medicine 90(6), 753-760, https://doi.org/10.1097/ACM.0000000000000725

Yıldırım, Y., & Çalışkan, A., (2024). Türkiye yüzyılı maarif modeli’nin 21. yüzyıl insan profili açısından değerlendirilmesi. Elektronik Eğitim Bilimleri Dergisi, 13(26), 204-220. https://doi.org/10.55605/ejedus.1548121

Yüksel, A. (2022). Türkiye’de ı̇ş ahlakı konusunda hazırlanan lisansüstü tezlerin bibliyometrik ve metodolojik görünümü. Journal of History School, 15(59), 2159-2180.