Examining the relationship between critical thinking skills and social emotional learning skills

The research was conducted to examine the relationship between critical thinking skills and social emotional learning skills of middle school students. The study group of this research consisted of middle school students studying in public schools in the districts of Ordu province (Fatsa, Kumru) in the 2023-2024 academic year. The convenience sampling method was used in the research. In this context, it was decided to include 6-7-8th grade middle school students who could be easily accessed by the researcher in the sample. Within the scope of the research, data were collected from 500 students, 289 of whom were female and 211 were male. Personal Information Form, Critical Thinking Scales Set (CTSS) and Social Emotional Learning Scale (SELS) were used as data collection tools. Descriptive statistics, independent samples t-test, one-way analysis of variance, tukey test, difference tests and correlation method were used in the analysis of the data. Significant differences were found in the sub-dimensions of analysis, evaluation, inference, interpretation, explanation, self-regulation, communication, problem solving, coping with stress and skills that increase self-esteem according to the variables of gender, school type, age, grade point average, socioeconomic level, daily time spent with mother, daily time spent with father, childhood game materials and most frequently played games in childhood in students' critical thinking skills and social emotional learning skills. It was found that there was a significant relationship between the critical thinking skills and social emotional learning skills of middle school students in both positive and negative directions.