| dc.description.abstract | In the 21st century, it is aimed to provide students with social and emotional skills
as well as to increase their academic success. On the other hand, it could be seen that
there is still not enough study to examine the Social and Emotional Learning perceptions
of students in the rural context. In this study, the Social and Emotional Foreign Language
Learning perceptions of secondary school students studying in rural schools and the rural
challenges that affect students socially and emotionally were investigated. The “Social
and Emotional Foreign Language Learning Scale” developed by Zaimoğlu (2018) was
used to measure students' social and emotional language learning competencies.
Additionally, semi-structured interviews were conducted to collect data about the
challenging situations affecting the participants. The research was carried out in schools
located in the 4th, 5th, and 6th compulsory service areas in the province of Niğde, and
the sample of this study consisted of 768 secondary school students. The results of the
study indicated that students in rural schools had moderate SEFLL competencies. It was
also determined that these competencies showed significant differences according to
factors such as gender, family attitude, family education level, family income level,
perceptions of academic success, and service area. Moreover, the qualitative results of
the study present the social and financial challenges experienced by students studying in
rural schools and the emotional and mental effects of these challenges. | en_US |
