I seek the experience of the primary school children who participated in the SEL Activities instructing self-regulation skill. I designed the SEL Activities and conducted them with the participant students’ classroom teacher. I used phenomenological methods (Moustakas, 1994) to collect data through semi-structured interviews with primary school children who are 10-years-old and analysed the data by identifying significant statements and then clustering the significant statements into themes, writing textural and structural descriptions, before finally arriving at a composite description. Findings demonstrate that through the SEL Activities, the participant children became more competent in realizing the influence of emotions on their behaviours and in using practical and strategic knowledge on self-regulation skills.


Self-Regulation, Socio-Emotional Learning, Primary School Children, Phenomenology

Author Bio(s)

Kerem Coskun is an assistant professor at the Artvin Coruh University. He earned his Ph.D. from the University on 19 May from the Institute of Educational Sciences Department of Primary Teaching. His research interest is about socio-emotional development among primary school children. Correspondence regarding this article can be addressed directly to: keremcoskun@artvin.edu.tr.

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This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 4.0 International License.





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