Okul Öncesi Çocuklarda Sosyal-Duygusal Uyumun Davranış Düzenleme ve Sosyal Becerilerle İlişkisinde Duygusal Kararsızlık ve Duygu Düzenlemenin Aracı Rolü

Year 2023, Volume: 7 Issue: 14, 161 - 183, 31.12.2023

Esin Sezgin Yıldız Bilge Burçin Çelik Esma Nur Sevük

https://doi.org/10.31461/ybpd.1373592

Abstract

Öz-düzenleme, bireyin kendi davranışlarını kontrol etme ve düzenleme becerisi olarak tanımlanır; bu yetenek, sosyal-duygusal uyumun temelini oluşturarak kişinin çevresiyle etkileşimde bulunma ve ilişkilerini yönetme yeteneğini etkilemektedir. Duygu düzenleme ise, duygusal tepkileri yönetme yeteneğini içermekte ve sosyal uyum ile öz düzenleme arasında kritik bir bağlantı kurduğu düşünülmektedir. Bu çalışmada, iki farklı model kullanarak, duygu düzenlemenin davranışsal düzenleme, sosyal beceri ve sosyal-duygusal uyum becerileri arasındaki ilişkide duygu düzenlemenin aracılık rolünü belirlemek amaçlanmıştır. Araştırmaya 5 ve 6 yaşında olan toplam 216 çocuk katılmıştır. Veriler Sosyo-Demografik Bilgi Formu, Duygu Ayarlama Ölçeği (DAÖ), Çocuk Davranışlarını Derecelendirme Ölçeği (ÇODDÖ) ve Marmara Sosyal-Duygusal Uyum Ölçeği (MASDÜ) kullanılarak toplanmıştır. Sosyo-demografik değişkenler cinsiyete göre sosyal yeterlilik ve sosyal-duygusal uyum puanları açısından değerlendirildiğinde kızların lehine anlamlı farklılıklar bulunmuştur. Annenin çalışma durumuna göre değerlendirildiğinde ise annesi çalışan çocuklar lehine anlamlı farklılıklar bulunmuştur. Duygu düzenleme, çocuk davranış değerlendirme ve sosyal-duygusal uyum arasında orta düzeyde anlamlı ilişkiler bulunmuştur. Aracılık analizlerine göre ise davranış düzenleme ile sosyal-duygusal uyum arasındaki ilişkide duygu değişkenliği/olumsuzluğu ve duygu düzenlemenin kısmi aracılık etkisi bulunmuştur. Benzer şekilde sosyal yeterlilik ile sosyal-duygusal uyum arasındaki ilişkide duygu değişkenliği/olumsuzluğu ve duygu düzenlemenin kısmi aracılık etkisi bulunmuştur. Çocukların duygu düzenlemesi ve duygu değişkenliği/olumsuzluğunun sosyal-duygusal uyum, sosyal yeterlilik ve davranış düzenleme arasındaki ilişkiye aracılık ettiği bulgusunun literatüre katkı sağlayacağı düşünülmektedir.

Keywords

Davranış Düzenleme, Sosyal-Duygusal Uyum, : Davranış Ayarlama, Öz Düzenleme

Ethical Statement

Sağlık Bilimleri Üniversitesi, Hamidiye Bilimsel Araştırmalar Etik Kurulundan 02.09.2022 tarih ve 20/6 sayılı etik izin alınmıştır.

The Mediating Role of Emotion Lability and Emotion Regulation in The Relationship Between Social-Emotional Adaptation with Behavior Regulation and Social Skills Among Preschool Children

Abstract

Self-regulation is defined as an individual's ability to control and regulate their own behavior; this skill, forming the foundation of social adjustment, influences one's ability to interact with their environment and manage relationships. Emotion regulation, on the other hand, involves the ability to manage emotional responses and is believed to establish a critical connection between social adjustment and self-regulation. In this study, the aim is to determine the mediating role of emotion regulation in the relationship between behavioral regulation, social skills, and social-emotional adjustment skills using two different models.The study included a total of 216 children aged 5 and 6. Data were collected using the Socio-Demographic Information Form, Emotion Regulation Scale (ERS), Child Behavior Rating Scale (CBRS), and Marmara Social-Emotional Adaptation Scale (MSEAS). When socio-demographic variables were evaluated in terms of social competence and social-emotional adjustment scores according to gender, significant differences were found in favor of girls. Significant differences were also found in favor of children with working mothers when evaluated based on the mother's employment status. There were moderate significant correlations found between emotion regulation, child behavior assessment, and social-emotional adjustment. According to the mediation analyses, there was a partial mediating effect of emotion variability/negativity and emotion regulation in the relationship between behavior regulation and social-emotional adjustment. Similarly, there was a partial mediating effect of emotion variability/negativity and emotion regulation in the relationship between social competence and social-emotional adjustment. It is thought that the finding that children's emotion regulation and emotion variability/negativity mediate the relationship between social-emotional adjustment, social competence, and behavior regulation will contribute to the literature.

Keywords

Behavior Regulation, Social-Emotional Adjustment, Emotion Regulation, Self-Regulation

References

• Adamis, A.M., & Olatunji, B.O. (2023). Specific emotion regulation difficulties and executive function explain the link between worry and subsequent stress: A prospective moderated mediation study. Journal of Affective Disorders, 348, 88-96.
• Alwaely, S.A., Yousif, N.B.A., & Mikhaylov, A. (2021). Emotional development in preschoolers and socialization. Early Child Development and Care, 191(16), 2484-2493.
• Alzahrani, M., Alharbi, M., & Alodwani, A. (2019). The effect of social-emotional competence on children academic achievement and behavioral development. International Education Studies, 12(12), 141-149.
• Amédée, L.M., Tremblay‐Perreault, A., Hébert, M., & Cyr, C. (2019). Child victims of sexual abuse: Teachers' evaluation of emotion regulation and social adaptation in school. Psychology in the Schools, 56(7), 1077-1088.
• Are, F., & Shaffer, A. (2016). Family emotion expressiveness mediates the relations between maternal emotion regulation and child emotion regulation. Child Psychiatry & Human Development, 47, 708-715.
• Aro, T., Eklund, K., Nurmi, J.E. & Poikkeus, A.M. (2012). Early language and behavioral regulation skills as predictors of social outcomes. Journal of Speech, Language, and Hearing Research, 55(2), 395-408.
• Baron, R.M., ve Kenny, D.A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic, and statistical considerations. Journal of Personality and Social Psychology, 51, 1173-1182.
• Baughman, N., Prescott, S.L., & Rooney, R. (2020). The prevention of anxiety and depression in early childhood. Frontiers in Psychology, 11, 517896.
• Becker, D.R., Miao, A., Duncan, R., & McClelland, M.M. (2014). Behavioral selfregulation and executive function both predict visuomotor skills and early. Early Childhood Research Quarterly, 29(4), 411-424.
• Berti, S., & Cigala, A. (2022). Mindfulness for preschoolers: Effects on prosocial behavior, self-regulation and perspective taking. Early Education and Development, 33(1), 38-57.
• Bierman, K. & Furman, W. (1984), The effets of social skills training peer involvement on the social adjustment of preadolescents. Child Development, 55, 151-162.
• Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C., & Domitrovich, C.E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(3), 821-843.
• Bilge, Y., & Sezgin, E. (2020). Anne ve çocuk duygu düzenleme arasındaki ilişkide annenin kişilik özelliklerinin ve bağlanma stillerinin aracı rolü. Anadolu Psikiyatri Dergisi, 21(3), 310-318.
• Blair, C. & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20(3), 899-911.
• Bodrova, E., & Leong, D. (2008). Developing self-regulation skills in kindergarten: Can we keep all the crickets in the basket? Young Children, 63, 56-58.
• Bozkurt Yükçü, Ş. & Demircioğlu, H. (2017). Examining of the emotion regulation skills in preschool children in terms of different variables. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 44, 442-466.
• Bronson, M.B. (2019). Erken çocuklukta öz düzenleme doğası ve gelişimi. (E. Sezgin ve M. Kır Yiğit (Çev.)). Ankara: Eğiten Kitap.
• Büyüköztürk, Ş., Çakmak, K.E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2010). Bilimsel Araştırma Yöntemleri. Ankara: Pegem Akademi.
• Cadima, J., Gamelas, A.M., McClelland, M., & Peixoto, C. (2015). Associations between early family risk, children’s behavioral regulation, and academic achievement in Portugal. Early Education and Development, 26(5-6), 708-728.
• Cavell, T. A. (1990). Social adjustment, social performance, and social skills: A tri-component model of social competence. Journal of Clinical Child & Adolescent Psychology, 19(2), 111-122.
• Crick, N.R., & Dodge, K.A. (1994). A review and reformulation of social information-processing mechanisms in children's social adjustment. Psychological Bulletin, 115(1), 74-101.
• Chaplin, T.M., & Aldao, A. (2013). Gender differences in emotion expression in children: A meta-analytic review. Psychological Bulletin, 139(4), 735-765.
• Cao, H., Liang, Y., & Zhou, N. (2020). Proximal interpersonal processes in early childhood, socioemotional capacities in middle childhood, and behavioral and social adaptation in early adolescence: A process model toward greater specificity. Journal of Abnormal Child Psychology, 48(11), 1395-1410.
• Çomak, Z. (2022). 60-72 aylar arasındaki çocukların yaratıcılıkları ile öz-düzenleme, duygu düzenleme ve davranış düzenleme becerileri arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi. Konya: Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü.
• Denham, S.A., Blair, K.A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach–Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence. Child Development, 74(1), 238-256.
• Dennis, T.A., & Kelemen, D.A. (2009). Preschool children's views on emotion regulation: Functional associations and implications for social-emotional adjustment. International Journal of Behavioral Development, 33(3), 243-252.
• Dere Çiftçi, H., Ceylan, R. & Gök Çolak, F. (2021). The relationship between preschool children’s social competence skills and their ability to communicate with their mothers. Participatory Educational Research, 8 (2) , 435-459.
• Djambazova-Popordanoska, S. (2016). Implications of emotion regulation on young children’s emotional wellbeing and educational achievement. Educational Review, 68(4), 497-515.
• Durualp, E. (2009). Anasınıfına devam eden altı yaş çocuklarının sosyal uyum ve becerilerine oyun temelli sosyal beceri eğitiminin etkisinin incelenmesi: Çankırı Örneği. Doktora Tezi. Ankara : Ankara Üniversitesi Fen Bilimleri Enstitüsü.
• Eisenberg, N., Fabes, R.A., Karbon, M., Murphy, B.C., Wosinski, M., Polazzi, L., ... & Juhnke, C. (1996). The relations of children's dispositional prosocial behavior to emotionality, regulation, and social functioning. Child Development, 67(3), 974-992.
• Eisenberg, N., Guthrie, I.K., Fabes, R.A., Reiser, M., Murphy, B.C., Holgren, R., ... & Losoya, S. (1997). The relations of regulation and emotionality to resiliency and competent social functioning in elementary school children. Child Development, 68, 295-311.
• Eisenberg, N., Fabes, R.A., Guthrie, I.K., & Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predicting quality of social functioning. Journal of Personality and Social Psychology, 78(1), 136-157.
• Eisenberg, N., & Morris, A.S. (2002). Children’s emotion-related regulation. Advances in Child Development and Behavior, 30, 189-229.
• Eisenberg, N., Valiente, C. & Eggum, N.D.(2010). Self-Regulation and school readiness. Early Education and Development, 21(5), 681-698.
• Eisenberg, N., Hofer, C., Sulik, M.J., & Spinrad, T.L. (2014). Self-regulation, effortful control, and their socioemotional correlates. In J.J. Gross (Ed.), Handbook of emotion regulation (pp.157-172). The Guilford Press.
• Erkan, N.S. & Sop, A. (2018). Analyzing the relationship between parenting styles, behavioural problems and school readiness through the mediating role of self-regulation. Education and Science, 43 (196), 27-47.
• Fantuzzo, J., Bulotsky-Shearer, R., McDermott, P., McWayne, C., Frye, D., & Perlman, S. (2007). Investigation of dimensions of social-emotional classroom behavior and school readiness for low-income urban preschool children. School Psychology Review, 36(1), 44-62.
• Feldman, R. (2015). Mutual influences between child emotion regulation and parent–child reciprocity support development across the first 10 years of life: Implications for developmental psychopathology. Development and Psychopathology, 27(4), 1007-1023.
• Flook, L., Zahn-Waxler, C., & Davidson, R. J. (2019). Developmental differences in prosocial behavior between preschool and late elementary school. Frontiers in Psychology, 10, 876.
• Fox, N.A., & Calkins, S.D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27, 7-26.
• Garner, P.W., & Spears, F.M. (2000). Emotion regulation in low income preschoolers. Social Development, 9(2), 246-264.
• George, D. and Mallery, P. (2010). SPSS for Windows step by step. A simple study guide and reference (10. Edition). Allyn & Bacon.
• Gilliom, M., Shaw, D.S., Beck, J.E., Schonberg, M.A., & Lukon, J.L. (2002). Anger regulation in disadvantaged preschool boys: strategies, antecedents, and the development of self-control. Developmental Psychology, 38(2), 222-235.
• Goodman, A., Joshi, H., Nasim, B., & Tyler, C. (2015). Social and emotional skills in childhood and their long-term effects on adult life. A review for the Early Intervention Foundation. Institute of Education, UCL.
• Gresham, F.M. (2016). Social skills assessment and intervention for children and youth. Cambridge Journal of Education, 46, 319-332.
• Gross, J.J. (1999). Emotion regulation: Past, present, future. Cognition & Emotion, 13(5), 551-573.
• Güven, Y., & Işık, B. (2006). The validity and reliability of marmara scale of social and emotional adaptation for 5 year olds children. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 23(23), 125-142.
• Hayes, A.F. (2013). Introduction to mediation, moderation, and conditional process analysis: A regression-based approach. New York: Guilford Press.
• Helmsen, J., Koglin, U., & Petermann, F. (2012). Emotion regulation and aggressive behavior in preschoolers: The mediating role of social information processing. Child Psychiatry & Human Development, 43, 87-101.
• Hipson, W.E., Coplan, R.J., & Séguin, D.G. (2019). Active emotion regulation mediates links between shyness and social adjustment in preschool. Social Development, 28(4), 893-907.
• İvrendi, A., Erol, A., & Atan, A. (2022). Children’s geometric skills: Any ties to self-regulation skills?. The Journal of Educational Research, 115(1), 1-10.
• Kabasakal, Z. & Çelik, N. (2010). The effects of social skills' training on elementary school students' social adjustment. Elementary Education Online, 9(1), 203-212.
• Kandır, A. & Orçan, M. (2011). A comparative study into early learning skills of five-six-year old children and their social adaptation skills. Elementary Education Online, 10(1), 40-50.
• Kapçı, E.G., Uslu, R.I., Akgün, E., & Acer, D. (2009). İlköğretim çağı çocuklarında duygu ayarlama: Bir ölçek uyarlama çalışması ve duygu ayarlamayla ilişkili etmenlerin belirlenmesi. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 16,13-20.
• Karagöz Y. (2021). SPSS ve AMOS uygulamalı nicel-nitel-karma bilimsel araştırma yöntemleri ve yayın etiği. Ankara: Nobel Akademik Yayıncılık.
• Kayhan Aktürk, Ş. (2015). Okul öncesi dönem çocuklarında duygu düzenleme becerileri ile akran ilişkilerinin incelenmesi. Yüksek Lisans Tezi. İstanbul: İstanbul Üniversitesi Eğitim Bilimleri Enstitüsü.
• Kır Yiğit, M. , Sezgin, E. & Yağcı, F. (2020). Examination of temperament characteristics and self-regulation skills of children attending preschool institutions. Karaelmas Journal of Educational Sciences, 8(2), 318-332.
• Leerkes, E.M., & Bailes, L.G. (2019). Emotional development within the family context. Handbook of Emotional Development, 627-661.
• Lenes, R., Gonzales, C.R., Størksen, I., & McClelland, M.M. (2020). Children’s self-regulation in Norway and the United States: The role of mother’s education and child gender across cultural contexts. Frontiers in Psychology, 11, 566208.
• Liu, X. (2011). Young children's social skills development and academic achievement: Longitudinal analysis of developmental trajectories and environmental influences. State University of New York at Buffalo.
• Lukash, E.I. (2005). Attitudes toward the social adaptation of creatively gifted children in Russia and the United States. Russian Education & Society, 47(11), 57-70.
• Morris, A.S., Criss, M.M., Silk, J.S., & Houltberg, B.J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233-238.
• Macklem, G.L. (2008). Practitioner's guide to emotion regulation in school-aged children. New York, USA: Springer Science & Business Media.
• Matthews, J.S., Ponitz, C.C., & Morrison, F.J. (2009). Early gender differences in self-regulation and academic achievement. Journal of Educational Psychology, 101(3), 689-704.
• McClelland, M.M., Ponitz, C.C., Messersmith, E.E., & Tominey, S. (2010). Self-regulation: Integration of cognition and emotion. In W.F. Overton & R.M. Lerner (Eds.), The handbook of life-span development, Vol. 1. Cognition, biology, and methods (pp.509-553).
• McClelland, M.M., Tominey, S.L., Schmitt, S.A., Hatfield, B.E., Purpura, D.J., Gonzales, C.R., & Tracy, A.N. (2019). Red light, purple light! Results of an intervention to promote school readiness for children from low-income backgrounds. Frontiers in Psychology, 10, 2365.
• Mortensen, J.A., & Barnett, M.A. (2015). Teacher-child interactions in infant/toddler child care and socioemotional development. Early Education and Development, 26(2), 209-229.
• Morris, A.S., Criss, M.M., Silk, J.S., & Houltberg, B.J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233-238.
• Nakamichi, K., Nakamichi, N., & Nakazawa, J. (2021). Preschool social-emotional competencies predict school adjustment in Grade 1. Early Child Development and Care, 191(2), 159-172.
• Nilfyr, K., Aspelin, J., & Lantz-Andersson, A. (2022). To conform or not to conform: An in-depth analysis of teacher–child interaction and the role of emotions in social adaptation in preschool. Journal of Early Childhood Research, 20(3), 383-396.
• Ogelman, H.G., Sarıkaya, H.E., & Güngör, H. (2022). Okul öncesi çocukların sosyal ve duygusal yeterliliklerinin değerlendirilmesi. İZÜ Eğitim Dergisi, 4(8), 57-71.
• Okorn, A., Verhoeven, M., & Van Baar, A. (2022). The importance of mothers’ and fathers’ positive parenting for toddlers’ and preschoolers’ social-emotional adjustment. Parenting, 22(2), 128-151.
• Papachristou, H., Theodorou, M., Neophytou, K., & Panayiotou, G. (2018). Community sample evidence on the relations among behavioural inhibition system, anxiety sensitivity, experiential avoidance, and social anxiety in adolescents. Journal of Contextual Behavioral Science, 8, 36-43.
• Ponitz, C.C., McClelland, M.M., Jewkes, A.M., Connor, C.M., Farris, C.L., & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early Childhood Research Quarterly, 23, 141-158.
• Preacher, K.J., & Hayes, A.F. (2008). Asymptotic and resampling strategies for evaluating and comparing indirect effects in multiple mediator models. Behavior Research Methods, 40, 879-891.
• Ramazan, O., & Unsal, O. (2012). A study on the relationship between the social-emotional adaptation and behavioral problems of 60-72 month old preschoolers. Procedia-Social and Behavioral Sciences, 46, 5828-5832.
• Rothbart, M.K. (2011). Becoming who we are: Temperament and personality in development. Guilford Press. Sektnan, M., McClelland, M.M., Acock, A. & Morrison, F.J. (2010). Relations between early family risk, children's behavioral regulation, and academic achievement. Early Childhood Research Quarterly, 25(4), 464-479.
• Sezgin, E., & Demiriz, S. (2016). Çocuk davranış değerlendirme ölçeği’nin (ÇODDÖ) Türkçe’ye uyarlanması: Geçerlik ve güvenirlik çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 702-718.
• Sezgin, E.Y., Ulus, L., & Şahin, İ. (2019). 4-6 yaş çocuklarının davranış düzenleme becerileri ile ses bilgisel farkındalık, görsel eşleştirme ve yazı yazma öncesi becerileri arasındaki ilişkinin incelenmesi. Sakarya University Journal of Education, 9(1), 107-128.
• Song, J.H., Colasante, T., & Malti, T. (2018). Helping yourself helps others: Linking children’s emotion regulation to prosocial behavior through sympathy and trust. Emotion, 18(4), 518-527.
• Şahin, K. (2019). Okul öncesi dönem çocukların duygu düzenleme becerileri ile davranış sorunları arasındaki ilişkinin incelenmesi. Yüksek Lisans Tezi. İstanbul: Marmara Üniversitesi Eğitim Bilimleri Enstitüsü.
• Thompson, R.A. (1994). Emotion regulation: A theme in search of definition. Monographs of The Society for Research in Child Development, 59, 25-52.
• Tuzcuoğlu, N., Azkeskin, K.E., Küsmüs, G.İ., & Cengiz, Ö. (2019). Okul öncesi dönem çocuklarının öz düzenleme becerileri ile benlik algıları arasındaki ilişkisinin incelenmesi. IBAD Sosyal Bilimler Dergisi, 607-623.
• Vardi, Ö. & Demiriz, S. (2021). 5-6 Yaş çocuklarının davranışsal öz düzenleme ve duygu düzenleme becerileri arasındaki ilişkinin incelenmesi. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 41(3), 1993-2029.
• Warnes, E.D., Sheridan, S.M., Geske, J., & Warnes, W.A. (2005). A contextual approach to the assessment of social skills: Identifying meaningful behaviors for social competence. Psychology in the Schools, 42(2), 173-187.
• Yükçü, Ş.B. & Demircioğlu, H. (2017). Examining of the emotion regulation skills in preschool children in terms of different variables. Mehmet Akif Ersoy University Journal of Education Faculty, (44), 442-466.
• Zimmerman, B.J. (1989). A social cognitive view of self-regulated academic learning. Journal of Educational Psychology, 81(3), 329-339.