Examination of the relationship between middle school students' social-emotional learning skills, perceptions of problem-solving skills and mathematical identities

The aim of this study is to examine the relationships between middle school students' social-emotional learning skills, perceptions of problem-solving skills, and mathematics identities. The research was conducted using a quantitative research method within the framework of a survey model. The sample of the study consisted of a total of 1,188 students enrolled in the 6th, 7th, and 8th grades of middle schools located in the city center of Siirt during the 2024–2025 academic year. The Social-Emotional Learning Skills Scale, the Perception of Problem-Solving Skills Scale, and the Mathematics Identity Scale were used as measurement tools. Additionally, demographic data were collected through a personal information form, which included variables such as gender, grade level, mathematics grade point average, support status in mathematics courses, and students' self-perceived competence in mathematics. The collected data were analyzed using a statistical software package, and descriptive statistics, independent samples t-test, ANOVA, and regression analysis were employed.The results of the study revealed that students' social-emotional learning skills (SEL) were generally at a moderate level, with a particular need for support in stress management skills. Students' perceptions of problem-solving skills (PPSP) and their mathematics identities (MI) were found to be above average. Regarding gender, female students exhibited higher levels of SEL and PPSP compared to male students, while mathematics identity appeared independent of gender. In terms of grade level, PPSP did not show a significant difference, whereas SEL and MI were found to be significantly influenced by grade. Receiving support in mathematics classes did not create a significant difference in SEL or MI levels but did have a notable impact on PPSP. Furthermore, students with higher mathematics achievement and those who perceived themselves as competent in mathematics demonstrated higher levels of SEL, PPSP and MI. Additionally, SEL was found to have a positive and significant effect on both PPSP and MI. Based on these findings, it is suggested that incorporating strategies to strengthen social-emotional learning skills into mathematics education processes, developing practices that support students' mathematics identities, and promoting programs aimed at improving problem-solving skills may contribute to students' academic and social development.