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Components of Effortful Control and Their Relations to Children’s Ego-Resiliency

Year 2018, Volume: 2 Issue: 1, 1 - 8, 31.12.2018

Abstract

The purpose of this study was to examine the associations between components of effortful control (inhibitory control, attentional focusing, perceptual sensitivity, and low intensive pleasure) and ego-resiliency during early childhood. A total of 182 children (93 girls and 89 boys), who were ranging from 48 to 72-month-old (M: 61.20, SD: 7.81) and attending early childhood institutions, participated in the study. Teachers reported on children's effortful control and ego-resiliency. Initially, independent samples t-test was conducted to investigate the effect of gender and age on children’s ego-resiliency. Afterward, regression analyses were conducted to examine the role of independent variables on children’s ego-resiliency. Findings showed that children’s age had an effect on their ego-resiliency while their gender did not. Moreover, children’s effortful control was positively associated with their ego-resiliency. Children’s attentional focusing and perceptual sensitivity were also positively associated with their ego-resiliency. On the other hand, components of effortful control accounted for more variance than effortful control composite in regression models. Findings are discussed within the frame of possible implications for researchers and teachers.

References

  • Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. Adagideli, F. H. (2018). Okul öncesi çocuklarının ilkokula hazır bulunuşluklarının yordayıcısı olarak öz-düzenleme becerilerinin incelenmesi (Yayınlanmamış doktora tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul. Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368–2379. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. Block, J. H., & Block, J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In W. A. Collins (Ed.), Development of cognition, affect, and social relations: The Minnesota Symposia on Child Psychology (pp. 39–101). Hillsdale, NJ: Erlbaum. Block, J., & Block, J. H. (2006). Venturing a 30-year longitudinal study. American Psychologist, 61, 315–327. Cumberland-Li, A., Eisenberg, N., & Reiser, M. (2004). Relations of young children’s agreeableness and resiliency to effortful control and impulsivity. Social Development, 13, 193–212. Eisenberg, N., Chang, L., Ma, Y., & Huang, X. (2009). Relations of parenting style to Chinese children's effortful control, ego resilience, and maladjustment. Development and Psychopathology, 21(2), 455–477. Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R., & Suh, K. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8, 141–162. Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681–698. Eisenberg, N., Valiente, C., Fabes, R. A., Smith, C. L., Reiser, M., Shepard, S. A., ... & Cumberland, A. J. (2003). The relations of effortful control and ego control to children's resiliency and social functioning. Developmental Psychology, 39(4), 761–776. Grych, J. H., Jouriles, E. N., Swank, P. R., McDonald, R., & Norwood, W. D. (2000). Patterns of adjustment among children of battered women. Journal of Consulting and Clinical Psychology, 68(1), 84–94. Gülay-Ogelman, H. (2014). Investigation of ego resiliency of preschool children according to opinions of mother, father, and teacher. European Journal of Research on Education, 2(2), 186-191. Hofer, C., Eisenberg, N., & Reiser, M. (2010). The role of socialization, effortful control, and ego resiliency in French adolescents' social functioning. Journal of Research on Adolescence, 20(3), 555–582. Liew, J. (2012). Effortful control, executive functions, and education: Bringing self‐regulatory and social‐emotional competencies to the table. Child Development Perspectives, 6(2), 105–111. Miljević-Riđički, R., Plantak, K., & Bouillet, D. (2017). Resilience in preschool children: The perspectives of teachers, parents and children. International Journal of Emotional Education, 9(2), 31–43. Oktay, A. (2007). Yaşamın sihirli yılları: Okul öncesi dönem. İstanbul: Epsilon Yayıncılık. Önder, A., & Gülay-Ogelman, H. (2011). The reliability-validity study for the Ego Resiliency Scale (teacher-mother-father forms) for children aged between 5 and 6. International Refereed Academic Social Sciences Journal, 2(1), 5–21. Putnam, S. P., Ellis, L. K., & Rothbart, M. K. (2001). The structure of temperament from infancy through adolescence. In A. Eliasz, & A. Angleitner (Eds), Advances in Research on Temperament (pp. 165–82). Germany: Pabst Science Publishers. Rothbart, M. K. (2011). Becoming who we are: Temperament, personality and development. New York, NY: Guilford Press. Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. M. Lerner & N. Eisenberg (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 99–166). New York, NY: Wiley. Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72, 1394–1408. Sameroff, A., Gutman, L. M., & Peck, S. C. (2003). Adaptation among youth facing multiple risks: Prospective research findings. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 364–391). New York, NY: Cambridge. Silva, K. M., Spinrad, T. L., Eisenberg, N., Sulik, M. J., Valiente, C., Huerta, S., ... & Phillips, B. M. (2011). Relations of children's effortful control and teacher–child relationship quality to school attitudes in a low-income sample. Early Education & Development, 22(3), 434–460. Sun, J., & Stewart, D. (2007). Age and gender effects on resilience in children and adolescents. International Journal of Mental Health Promotion, 9(4), 16–25. Swanson, J., Valiente, C., Lemery-Chalfant, K., & Caitlin O'Brien, T. (2011). Predicting early adolescents’ academic achievement, social competence, and physical health from parenting, ego resilience, and engagement coping. The Journal of Early Adolescence, 31(4), 548–576. Şahan-Aktan, B. (2018). 48-72 aylık çocuklar için psikolojik dayanıklılık ölçeğinin geliştirilmesi ve drama temelli psikolojik dayanıklılık programının etkisinin incelenmesi (Yayınlanmamış doktora tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul. Taylor, Z. E., & Spinrad, T. L. (2017). Developmental tools that build social and emotional competence in school: A focus on effortful control and ego-resiliency. In M. A. Warren, & S. I. Donaldson (Eds.), Toward a positive psychology of relationships: New directions in theory and research. Retrieved from Google Books database. Taylor, Z. E., Eisenberg, N., Spinrad, T. L., & Widaman, K. F. (2013). Longitudinal relations of intrusive parenting and effortful control to ego-resiliency during early childhood. Child Development, 84(4), 1145–1151. Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on children’s effortful control and executive function: A call for an integrated model of self‐regulation. Child Development Perspectives, 6(2), 112–121.

Çaba Gerektiren Kontrolün Bileşenleri ve Çocukların Ego-sağlamlığı ile İlişkisi

Year 2018, Volume: 2 Issue: 1, 1 - 8, 31.12.2018

Abstract

Bu çalışmanın amacı, çaba gerektiren kontrolün
bileşenleri (ketleyici kontrol, dikkatini odaklama, algısal hassasiyet ve düşük
yoğunluklu etkinliklerden memnuniyet) ile ego-sağlamlık arasındaki ilişkiyi
incelemektir. Yaşları 48 ile 72 ay (M: 61.20, SS: 7.81) arasındaki erken çocukluk
kurumlarına devam eden toplam 182 çocuk çalışmaya katılmıştır. Çocukların çaba
gerektiren kontrol ve ego-sağlamlık düzeyleri öğretmenler tarafından doldurulan
formlar aracılığı ile belirlenmiştir. Öncelikle, bağımsız gruplar t-testi
uygulanarak çocukların yaşlarının ve cinsiyetlerinin onların ego-sağlamlığına
etkisi incelenmiştir. Sonrasında, regresyon analizleri yapılarak bağımsız
değişkenlerin çocukların ego-sağlamlığı üzerindeki rolü araştırılmıştır.
Bulgular yaşın çocukların ego-sağlamlığı üzerinde etkisi olduğunu, fakat
cinsiyetin etkisinin olmadığını göstermiştir. Ayrıca, çocukların çaba
gerektiren kontrolleri onların ego-sağlamlığı ile pozitif ilişkilidir.
Çocukların dikkatini odaklamaları ve algısal hassasiyetleri de onların
ego-sağlamlığı ile pozitif ilişkilidir. Bununla birlikte çaba gerektiren
kontrolün bileşenlerinin regresyon modellerindeki varyansı, çaba gerektiren
kontrolden daha fazla açıkladığı görülmüştür. Bulgular araştırmacılara ve
öğretmenlere yönelik öneriler çerçevesinde tartışılmıştır.

References

  • Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495. Adagideli, F. H. (2018). Okul öncesi çocuklarının ilkokula hazır bulunuşluklarının yordayıcısı olarak öz-düzenleme becerilerinin incelenmesi (Yayınlanmamış doktora tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul. Allan, N. P., Hume, L. E., Allan, D. M., Farrington, A. L., & Lonigan, C. J. (2014). Relations between inhibitory control and the development of academic skills in preschool and kindergarten: A meta-analysis. Developmental Psychology, 50(10), 2368–2379. Blair, C., & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647–663. Block, J. H., & Block, J. (1980). The role of ego-control and ego-resiliency in the organization of behavior. In W. A. Collins (Ed.), Development of cognition, affect, and social relations: The Minnesota Symposia on Child Psychology (pp. 39–101). Hillsdale, NJ: Erlbaum. Block, J., & Block, J. H. (2006). Venturing a 30-year longitudinal study. American Psychologist, 61, 315–327. Cumberland-Li, A., Eisenberg, N., & Reiser, M. (2004). Relations of young children’s agreeableness and resiliency to effortful control and impulsivity. Social Development, 13, 193–212. Eisenberg, N., Chang, L., Ma, Y., & Huang, X. (2009). Relations of parenting style to Chinese children's effortful control, ego resilience, and maladjustment. Development and Psychopathology, 21(2), 455–477. Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R., & Suh, K. (1996). The relations of regulation and emotionality to problem behavior in elementary school children. Development and Psychopathology, 8, 141–162. Eisenberg, N., Valiente, C., & Eggum, N. D. (2010). Self-regulation and school readiness. Early Education and Development, 21(5), 681–698. Eisenberg, N., Valiente, C., Fabes, R. A., Smith, C. L., Reiser, M., Shepard, S. A., ... & Cumberland, A. J. (2003). The relations of effortful control and ego control to children's resiliency and social functioning. Developmental Psychology, 39(4), 761–776. Grych, J. H., Jouriles, E. N., Swank, P. R., McDonald, R., & Norwood, W. D. (2000). Patterns of adjustment among children of battered women. Journal of Consulting and Clinical Psychology, 68(1), 84–94. Gülay-Ogelman, H. (2014). Investigation of ego resiliency of preschool children according to opinions of mother, father, and teacher. European Journal of Research on Education, 2(2), 186-191. Hofer, C., Eisenberg, N., & Reiser, M. (2010). The role of socialization, effortful control, and ego resiliency in French adolescents' social functioning. Journal of Research on Adolescence, 20(3), 555–582. Liew, J. (2012). Effortful control, executive functions, and education: Bringing self‐regulatory and social‐emotional competencies to the table. Child Development Perspectives, 6(2), 105–111. Miljević-Riđički, R., Plantak, K., & Bouillet, D. (2017). Resilience in preschool children: The perspectives of teachers, parents and children. International Journal of Emotional Education, 9(2), 31–43. Oktay, A. (2007). Yaşamın sihirli yılları: Okul öncesi dönem. İstanbul: Epsilon Yayıncılık. Önder, A., & Gülay-Ogelman, H. (2011). The reliability-validity study for the Ego Resiliency Scale (teacher-mother-father forms) for children aged between 5 and 6. International Refereed Academic Social Sciences Journal, 2(1), 5–21. Putnam, S. P., Ellis, L. K., & Rothbart, M. K. (2001). The structure of temperament from infancy through adolescence. In A. Eliasz, & A. Angleitner (Eds), Advances in Research on Temperament (pp. 165–82). Germany: Pabst Science Publishers. Rothbart, M. K. (2011). Becoming who we are: Temperament, personality and development. New York, NY: Guilford Press. Rothbart, M. K., & Bates, J. E. (2006). Temperament. In W. Damon, R. M. Lerner & N. Eisenberg (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 99–166). New York, NY: Wiley. Rothbart, M. K., Ahadi, S. A., Hershey, K., & Fisher, P. (2001). Investigations of temperament at three to seven years: The Children’s Behavior Questionnaire. Child Development, 72, 1394–1408. Sameroff, A., Gutman, L. M., & Peck, S. C. (2003). Adaptation among youth facing multiple risks: Prospective research findings. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 364–391). New York, NY: Cambridge. Silva, K. M., Spinrad, T. L., Eisenberg, N., Sulik, M. J., Valiente, C., Huerta, S., ... & Phillips, B. M. (2011). Relations of children's effortful control and teacher–child relationship quality to school attitudes in a low-income sample. Early Education & Development, 22(3), 434–460. Sun, J., & Stewart, D. (2007). Age and gender effects on resilience in children and adolescents. International Journal of Mental Health Promotion, 9(4), 16–25. Swanson, J., Valiente, C., Lemery-Chalfant, K., & Caitlin O'Brien, T. (2011). Predicting early adolescents’ academic achievement, social competence, and physical health from parenting, ego resilience, and engagement coping. The Journal of Early Adolescence, 31(4), 548–576. Şahan-Aktan, B. (2018). 48-72 aylık çocuklar için psikolojik dayanıklılık ölçeğinin geliştirilmesi ve drama temelli psikolojik dayanıklılık programının etkisinin incelenmesi (Yayınlanmamış doktora tezi). Marmara Üniversitesi, Eğitim Bilimleri Enstitüsü, İstanbul. Taylor, Z. E., & Spinrad, T. L. (2017). Developmental tools that build social and emotional competence in school: A focus on effortful control and ego-resiliency. In M. A. Warren, & S. I. Donaldson (Eds.), Toward a positive psychology of relationships: New directions in theory and research. Retrieved from Google Books database. Taylor, Z. E., Eisenberg, N., Spinrad, T. L., & Widaman, K. F. (2013). Longitudinal relations of intrusive parenting and effortful control to ego-resiliency during early childhood. Child Development, 84(4), 1145–1151. Zhou, Q., Chen, S. H., & Main, A. (2012). Commonalities and differences in the research on children’s effortful control and executive function: A call for an integrated model of self‐regulation. Child Development Perspectives, 6(2), 112–121.
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Details

Primary Language English
Subjects Studies on Education
Journal Section Articles
Authors

Fahretdin Hasan Adagideli This is me 0000-0001-6042-5797

Büşra Şahan Aktan 0000-0002-9091-5401

Publication Date December 31, 2018
Submission Date July 10, 2018
Published in Issue Year 2018 Volume: 2 Issue: 1

Cite

APA Adagideli, F. H., & Şahan Aktan, B. (2018). Components of Effortful Control and Their Relations to Children’s Ego-Resiliency. International Primary Education Research Journal, 2(1), 1-8.