Authors: Serhat Arslan
Addresses: Faculty of Education, Sakarya University, Esentepe Campus, Sakarya, 54187, Turkey
Abstract: The aim of the study was to analyse the mediating effects of the critical thinking in the relationship between student self-regulation and social emotional learning. Critical thinking disposition scale, self-regulation scale, and social emotional learning scale were conducted to 367 university students. The present study showed that critical thinking and self-regulation were positively related to social emotional learning. Regression-based mediation analysis indicated that the effect of self-regulation on the social emotional learning initiative was mediated by critical thinking. These findings suggested that the self-regulation has both direct and indirect effects on social emotional learning.
Keywords: critical thinking; self-regulation; social emotional learning.
International Journal of Learning and Change, 2018 Vol.10 No.2, pp.101 - 112
Received: 23 Jul 2017
Accepted: 03 Oct 2017
Published online: 03 Apr 2018 *