The Impact of Visual Journaling on the Emotional Literacy Skills of Gifted Students: A Mixed Methods Study

Barış Suluk; Sevim Güven

Makale detayları

The Impact of Visual Journaling on the Emotional Literacy Skills of Gifted Students: A Mixed Methods Study

Yazarlar:

Barış Suluk | Sevim Güven

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sınıf Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 3, pp.833-857

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359851

pISSN:

2147-1037

Anahtar kelimeler:

Özet:

 The purpose of this study is to examine the effect of the visual journaling method on the emotional literacy skills of gifted students. The research was designed based on the convergent parallel mixed methods design. The quantitative dimension of the study follows a quasi-experimental pretest-posttest control group design, while the qualitative dimension is structured as a case study. The participants of the study consist of 20 gifted elementary school students enrolled in a Science and Art Center. The experimental and control groups each include an equal number of students 10 students per group. Students in the experimental group maintained visual journals over a six-week period. Data for the study were collected using the Emotional Literacy Scale for Elementary School Students. Differences between the pretest and posttest scores of the groups were analyzed using the Mann-Whitney U test, while within-group differences were examined using the Wilcoxon Signed-Rank Test. Qualitative data were analyzed through descriptive analysis. The findings revealed that the visual journaling process led to a statistically significant difference in favor of the experimental group. Moreover, substantial improvements were observed in the students emotional literacy sub-dimensions, including personal competencies especially emotional self-awareness and achievement motivation and social competencies empathy and relationship building. These findings support the effectiveness of visual journaling in enhancing both individual and social-emotional skills of students.

 The purpose of this study is to examine the effect of the visual journaling method on the emotional literacy skills of gifted students. The research was designed based on the convergent parallel mixed methods design. The quantitative dimension of the study follows a quasi-experimental pretest-posttest control group design, while the qualitative dimension is structured as a case study. The participants of the study consist of 20 gifted elementary school students enrolled in a Science and Art Center. The experimental and control groups each include an equal number of students 10 students per group. Students in the experimental group maintained visual journals over a six-week period. Data for the study were collected using the Emotional Literacy Scale for Elementary School Students. Differences between the pretest and posttest scores of the groups were analyzed using the Mann-Whitney U test, while within-group differences were examined using the Wilcoxon Signed-Rank Test. Qualitative data were analyzed through descriptive analysis. The findings revealed that the visual journaling process led to a statistically significant difference in favor of the experimental group. Moreover, substantial improvements were observed in the students emotional literacy sub-dimensions, including personal competencies especially emotional self-awareness and achievement motivation and social competencies empathy and relationship building. These findings support the effectiveness of visual journaling in enhancing both individual and social-emotional skills of students.

 The purpose of this study is to examine the effect of the visual journaling method on the emotional literacy skills of gifted students. The research was designed based on the convergent parallel mixed methods design. The quantitative dimension of the study follows a quasi-experimental pretest-posttest control group design, while the qualitative dimension is structured as a case study. The participants of the study consist of 20 gifted elementary school students enrolled in a Science and Art Center. The experimental and control groups each include an equal number of students 10 students per group. Students in the experimental group maintained visual journals over a six-week period. Data for the study were collected using the Emotional Literacy Scale for Elementary School Students. Differences between the pretest and posttest scores of the groups were analyzed using the Mann-Whitney U test, while within-group differences were examined using the Wilcoxon Signed-Rank Test. Qualitative data were analyzed through descriptive analysis. The findings revealed that the visual journaling process led to a statistically significant difference in favor of the experimental group. Moreover, substantial improvements were observed in the students emotional literacy sub-dimensions, including personal competencies especially emotional self-awareness and achievement motivation and social competencies empathy and relationship building. These findings support the effectiveness of visual journaling in enhancing both individual and social-emotional skills of students.

 Bu araştırmanın amacı, görsel günlük tutma yönteminin özel yetenekli öğrencilerin duygusal okuryazarlık becerileri üzerindeki etkisini incelemektir. Araştırma, karma araştırma modellerinden yakınsayan paralel temel deseni üzerine kurgulanmıştır. Araştırmanın nicel boyutu öntest-sontest kontrol gruplu yarı deneysel desen, nitel boyutu durum çalışması deseni üzerine kurgulanmıştır. Araştırmanın katılımcıları, bir Bilim ve Sanat Merkezinde öğrenim gören 20 özel yetenekli ilkokul öğrencisinden oluşmaktadır. Deney ve kontrol grupları eşit sayıda öğrenci 10ar kişi içermektedir. Deney grubundaki öğrenciler, altı hafta boyunca görsel günlük tutmuştur. Araştırmanın verileri, İlkokul Duygusal Okuryazarlık Ölçeği kullanılarak toplanmıştır. Grupların öntest ve sontest puanları arasındaki anlamlı farklılık Mann-Whitney U Testi ile, grup içi puanlar arasındaki fark ise Wilcoxon İşaretli Sıralar Testi ile analiz edilmiştir. Nitel boyutundan elde edilen veriler betimsel analiz tekniği kullanılarak analiz edilmiştir. Araştırma bulguları, görsel günlük tutma sürecinin deney grubu lehine anlamlı bir fark yarattığını ortaya koymuştur. Ayrıca, öğrencilerin duygusal okuryazarlık becerilerinin alt boyutları olan kişisel yeterlikler özellikle duygusal özbilinç ve başarma güdüsü ile sosyal yeterlikler empati ve bağ kurma alanlarında belirgin bir gelişim gösterdiği tespit edilmiştir. Bu bulgular, görsel günlük tutma sürecinin öğrencilerin hem bireysel hem de sosyal-duygusal becerilerini güçlendirmede etkili olduğunu desteklemektedir.

Makale detayları

The Impact of Visual Journaling on the Emotional Literacy Skills of Gifted Students: A Mixed Methods Study

Yazarlar:

Barış Suluk | Sevim Güven

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sınıf Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 3, pp.833-857

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359851

pISSN:

2147-1037

Specially Gifted Individual

Emotional Literacy

Visual DiaryÖzel Yetenekli Birey

Duygusal Okuryazarlık

Görsel Günlük

Sayı

Makale detayları

The Impact of Visual Journaling on the Emotional Literacy Skills of Gifted Students: A Mixed Methods Study

Yazarlar: Barış Suluk | Sevim Güven

Yayıncı: Kirsehir Ahi Evran University

Ana Başlıklar: Sınıf Eğitimi | Özel Yetenekli Eğitimi

Dergi: Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 3, pp.833-857

Belge Tipi: Makale

Yayın Tarihi: 9/2025

Belge Dili: Türkçe

Document ID (Org No.): 2001359851

pISSN: 2147-1037

Specially Gifted Individual

Emotional Literacy

Visual DiaryÖzel Yetenekli Birey

Duygusal Okuryazarlık

Görsel Günlük

Sayı

Yazarlar:

Barış Suluk | Sevim Güven

Yayıncı:

Kirsehir Ahi Evran University

Ana Başlıklar:

Sınıf Eğitimi | Özel Yetenekli Eğitimi

Dergi:

Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi Vol.26 Issue 3, pp.833-857

Belge Tipi:

Makale

Yayın Tarihi:

9/2025

Belge Dili:

Türkçe

Document ID (Org No.):

2001359851

pISSN:

2147-1037