Investigation of the Relationship between Self-regulation and 21st Century Skills of Preschool Students

Year 2024, , 1444 - 1460, 15.09.2024

Şerife Hülya Kurt

https://doi.org/10.17240/aibuefd.2024..-1407561

Abstract

The aim of this study is to determine the relationship between self-regulation and 21st century skills of preschool children and the effect of self-regulation on 21st century skills. Relational survey was used as the research model. The sample of the study consists of 217 children studying in kindergartens in Tarsus district of Mersin province in the 2022-2023 academic year. The Self-Regulation Skills Scale was used to measure children's self-regulation skills and the 21st Century Skills Scale for 5-6 Year Old Children (DAY - 2) was used to measure 21st century skills. Correlation analysis and structural equation modeling were applied to the data. According to the findings, it was determined that there was a significant relationship between children's self-regulation and 21st century skills and their sub-dimensions. In the structural equation model, it was concluded that self-regulation significantly affected 21st century skills and explained 45% of the total variance. The findings obtained during the research process were discussed within the scope of the relevant literature and suggestions were made for future studies.

Keywords

Preschool period, Self-Regulation, 21st Century skills, Early childhood

Okul Öncesi Dönem Çocuklarının Öz-düzenleme ve 21. Yüzyıl Becerileri Arasındaki İlişkinin İncelenmesi

Abstract

: Bu çalışmanın amacı okul öncesi çocuklarının öz-düzenleme ve 21. yüzyıl becerileri arasındaki ilişki ve öz-düzenlemenin 21. yüzyıl becerileri üzerindeki etkisinin belirlenmesidir. Araştırmada model olarak ilişkisel tarama kullanılmıştır. Araştırmanın örneklemini 2022-2023 eğitim-öğretim yılında Mersin ili Tarsus ilçesi anaokullarında öğrenim gören 217 çocuk oluşturmaktadır. Araştırmada veri toplama aracı olarak çocukların öz-düzenleme becerilerini ölçmek için Öz Düzenleme Becerileri Ölçeği ve 21 yüzyıl becerilerini ölçmek için de 5-6 Yaş Çocuklar için 21. Yüzyıl Becerileri Ölçeği (DAY – 2) kullanılmıştır. Çalışmada verilere korelasyon analizi ve yapısal eşitlik modeli uygulanmıştır. Elde edilen bulgulara göre çocuklarının öz-düzenleme ile 21. yüzyıl becerileri ve alt boyutları arasındaki anlamlı ilişki olduğu tespit edilmiştir. Oluşturulan yapısal eşitlik modelinde öz-düzenlemenin 21.yüzyıl becerilerini anlamlı bir şekilde etkilediği ve toplam varyansın %45’ini açıkladığı sonucuna ulaşılmıştır. Araştırma sürecinde elde edilen bulgular ilgili literatür kapsamında ele alınmış ve gelecekte yapılacak çalışmalar için önerilerde bulunulmuştur.

Keywords

Okul öncesi dönem, Öz-Düzenleme, 21.Yüzyıl becerileri, Erken çocukluk

Ethical Statement

Çalışmayla ilgili tüm prosedürler bir Üniversitenin Etik Kurulu tarafından onaylanmıştır. Veri toplamadanönce öğretmenler çalışma, çalışmadaki rolleri ve katılımcı olarak sahip oldukları haklar konusunda bilgilendirilmiştir. Daha sonra her bir aileden bilgilendirilmiş onam alınmıştır.

Supporting Institution

Yoktur.

Thanks

Bu çalışmanın geliştirilmesine katkıda bulunan öncelikle tüm okul personellerine, ebeveynlere, öğretmenlere ve çocuklara minnetlerimi sunarım. Ayrıca yoğun mesaileri içerisinde makaleye katkı sağlamaya yönelik kıymetli zamanını ayıran derginiz editör ve hakelmerine teşekkür ederim.

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