The relationship between high school students' social emotional learning skills levels and mathematics self-efficacy perceptions

This study was conducted to examine the social and emotional learning skills and mathematics self-efficacy perception levels of high school students in terms of demographic variables, to evaluate the relationship between these two variables, and to determine whether social emotional learning skill level predicts mathematics self-efficacy perception level. A total of 1129 students from different school types at high school level in a provincial centre participated in the study in the 2023-2024 academic year. The Social and Emotional Learning Scale developed by Totan (2018) and the mathematics self-efficacy perception scale developed by Umay (2001) were used as data collection tools. In addition to descriptive statistics, Mann Whitney U, Kruskal-Wallis H, Spearman Rho and regression analysis were applied in the analysis of the data. According to the results of the study, it is seen that high school students' mathematics self-efficacy perception levels are at the level of "I am undecided" in the total scale and its sub-dimensions, and their social and emotional learning skills levels are at the level of "I agree" in the total scale and its sub-dimensions. In all sub-dimensions of students' mathematics self-efficacy perception levels, there is a significant difference in favour of students with hobbies according to student interests/hobbies variable. It is seen that the mathematics self-efficacy perceptions of students who are especially interested in technology and sports are higher. While there is a significant difference in favour of the professional occupation group according to the working status of mother and father, there is no significant difference in students' mathematics self-efficacy perceptions according to age and grade level variables. In social emotional learning skill levels, there is a significant difference in favour of students with hobbies in all sub-dimensions according to students' interests/hobbies. Especially students who are engaged in arts and sports have higher social emotional learning skill levels. There is no significant difference in the social emotional skill levels of the students according to their mother and father's education level and father's employment status. There is a significant low level relationship between social and emotional learning skills and mathematics self-efficacy perception levels. It is seen that social emotional learning skills predict students' mathematics self-efficacy perception positively and significantly. Social emotional skills can be supported in schools and mathematics education, and students can be supported not only in their academic development but also in acquiring hobbies such as art, sports, etc. Further research with different samples and different age groups can increase the generalisability of the findings and contribute to the development of school-based programmes that will support students' academic and social success.