Hakan Usakli, Kubra Ekici


In classrooms, the students spend lots of time by interacting each other. This paper debates the role of importance of the schools for rising students’ social relations. Interaction between students is inevitable. That is because, they are together in projects, class discussion and peer working groups. Multicultural diverse school climates demand more flexible, meaningful, productive humanly relations. These relations circulate in every age and environment as Bronfenbrener (1979)’ hierarchy model. Researches for this issue manifest scientific application to this notion (Goleman, 1995; Ellias et al., 1997) from the perspective of social emotional learning. Successful researches have been conducting from all over the world mainly in U.S. and European countries and Australia. Educational psychology researchers have very important mission in this curricula issue.


Article visualizations:

Hit counter



school; social relation; social emotional learning

Full Text:



Battistich, V., Solomon, D., Kim, D. Watson, M. & Schaps, E. (1995). Schools as Communities, Poverty Levels of Student Populations and Student Attitudes, Motives and Performance. American Educational Research Journal, 32, 627-658.

Battistich, V., Solomon, D., Watson, M. & Schaps, E. (1997). Caring School Communities. Educational Psychologists, 32, 137-151.

Boumeister, R.F. & Leary, M.R., (1995). The Need to Belong: Desire for Interpersonal Attachments as a Fundamental Human Motivation. Psychological Bulletin, 117, 497-529.

Bradley-Johnson, S., Dean, V.J. (2000). Role Change for School Psychology: The Challenge Continues in the New Millenium. Psychology in the Schools, 37, 1-5.

Bronfenbrenner, U. (1977). Toward an Experimental Ecology of Human Development. American Psychologist, July, 513-531.

Bronfenbrenner, U. (1979). The Ecology of Human Development. USA: Harvard Collage.

Bronfenbrenner, U. (1994). Ecological Models of Human Development. In International Encyclopedia of Education, Vol. 3, 2nd Ed. Oxford: Elsevier.

Byrk, A.S. & Driscoll, M.E. (1988). The School as Community: Theoretical Foundations, Contextual Influences, and Consequences for Students and Teachers. Madison, WI: National Center on Effective Secondary Schools.

Dracinschi, M. C. (2012). European experience of social and emotional learning programs. Journal of Educational Science, 1 36-44.

Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D. & Schellinger, K.B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82, 405-432.

Ellias, M.J., Zins, J.E., Graczyk, P.A. & Weissberg, R.P. (2003). Implementation, Sustainability and Scaling Up of Social-Emotional and Academic Innovations in Public Schools. School Psychology Review, 32, 303-319.

Ellias, M.J., Zins, J.E., Weissberg, R.P., Frey, K.S., Greenberg, M.T., Haynes, N.M., Kessler, R., Schwar-Stone M.E. & Shriver, T.P. (1997). Promoting Social and Emotional Learning: Guidelines for Educators. United States, Danvers: ASCD.

Fagan, T.K. & Wise, P.S. (1994). School Psychology: Past, Present and Future. White Plains, NY: Longman.

Frank, K.A. (1998). Quantitative Methods for Studying Social Context in Multilevels and Through Interpersonal Relations. Review of Research in Education, 23, 171-216.

Goleman, D. (2006). Social Intelligence: The New Science of Social Relationships. New York: Bantam Dell.

Goleman, D. (1995). Emotional intelligence. New York, NY: Doubleday.

Good, T. L. and Brophy J. E. (1984). Looking in Classrooms. (3rd Ed.). New York: Harper & Row Publishers.

Greenberg, M.T., Weissberg, R.P., O’Brien, M.U., Zins, J.E., Fredericks, L., Resnik, H. & Elias, M.J. (2003). Enhancing School-Based Prevention and Youth development Through Coordinated Social, Emotional and Academic Learning. American Psychologists. 58, 466-474.

Jones, S.M., Bouffard, S.M., Weissbourd, R. (2013). Educators’ social and emotional skills vital to learning. Kappan,

Lemerise, E. &, Arsenio, W.F. (2000). An Integrated Model of Emotion Processes and Cognition in Social Information Processing. Child Development, 71, 107-118.

Lopes, P.N. & Salovey, P. (2004). Toward a Broader Education: Social, Emotional and Practical Skills. In Zins, J.E, Weissberg, R.P., Wang, M.C., Walberg, H.J. (Eds.) Building Academic Success on Social and Emotional Learning. New York: Teachers Collage Press, Colombia University.

Lunenburg, F.C., (2010). Schools as Open Systems. Schooling, 1, 1-5.

Elias, M. J. & Moceri, D. C. (2012). Developing social and emotional aspects of learning: the American experience. Research Papers in Education, 27:4, 423-434, doi: 10.1080/02671522.2012.690243.

McKevitt, B. C. (2012). School Psychologists’ Knowledge and Use of Evidence-based,

Social-Emotional Learning Interventions. Contemporary School Psychology, 16, 33-45.

McNeeley, C.A., Nonnemaker, J.M. & Blum, R.W. (2002). Promoting School Connectedness: Evidence from the National Longitudinal Study of Adolescent Health. Journal of School Health, 72(4), 138-146.

Osterman, K. F. (2010). Students’ Needs for Belonging in the School Community. Review of Educational Research, 70 (3), 323-367.

Pianta, R.C. (2000). Enhancing Relationships between Children and Teachers. Washington D.C.: American Psychological Association.

Ratzki, A. (1988). Creating a School Community: One Model of How It Can Be Done: An Interview with Anne Ratzki. American Educator. 12, 10-43.

Royal, M.A. & Rossi, R.J. (1997). Schools as Communities. ERIC Digest, 111. Oregon: University Press.

Schaps, E., Battistich, V. & Solomon, D. (1997). School as a Caring Community: A Key to Character Education. In A. Molnar (Ed.), The Construction of Children’s Character, Part II, 96th Year Book of the National Society for the Study of Education. Chicago: University of Chicago Press.

Schmuck, A. R. & Schmuck, A. P. (2001). Group Processes in the Classroom, (8th Ed.). New York: McGraw-Hill Companies, Inc.

Zins, J.E. & Elias, M.J. (2006). Social and Emotional Learning. In G.G. Bear & K.M. Minke (Eds.) Children’s Needs III: Development, Prevention and Intervention (pp. 1-13). Bethesda, MD: NASP Publications.

Zins, J.E., Walberg, H.J. & Weisberg, R.P. (2004). Getting to the Hearth of School Reform: Social and Emotional Learning for School Success. NASP Communique, 33, 35-36.



  • There are currently no refbacks.

Copyright (c) 2018 Hakan Usakli, Kubra Ekici

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Copyright © 2015-2022. European Journal of Education Studies (ISSN 2501 - 1111) is a registered trademark of Open Access Publishing Group. All rights reserved.

This journal is a serial publication uniquely identified by an International Standard Serial Number (ISSN) serial number certificate issued by Romanian National Library (Biblioteca Nationala a Romaniei). All the research works are uniquely identified by a CrossRef DOI digital object identifier supplied by indexing and repository platforms. All authors who send their manuscripts to this journal and whose articles are published on this journal retain full copyright of their articles. All the research works published on this journal are meeting the Open Access Publishing requirements and can be freely accessed, shared, modified, distributed and used in educational, commercial and non-commercial purposes under a Creative Commons Attribution 4.0 International License (CC BY 4.0).