Öğretmen-Öğrenci İlişkisinin Öğrencilerin Duygu Düzenleme ve Duygu İfade Etme Becerilerine Etkisinin İncelenmesi

Year 2021, Volume: 18 Issue: 39, 702 - 726, 01.07.2021

Belgin Liman

https://doi.org/10.26466/opus.839272

Abstract

Araştırmanın amacı, 5-6 yaş çocuklarının öğretmenleri ile olan ilişkilerinin, duygu düzenleme ve duygu ifade etme becerileri üzerindeki yordayıcı etkisini ortaya koymaktır. Araştırmanın çalışma grubunu basit rastgele örnekleme yöntemi ile seçilen 2019-2020 eğitim öğretim yılında İç Anadolu Bölgesinin bir ilinde MEB’e bağlı bağımsız anaokullarına ve anasınıflarına devam eden 146 çocuk ile 22 okul öncesi öğretmeni oluşturmaktadır. Araştırmada Kişisel Bilgi Formu, Duygu Düzenleme Ölçeği, Duygu İfade Etme Testi ve Öğretmen-Öğrenci İlişki Ölçeği kullanılmıştır. Verilerin analizinde çok değişkenli regresyon analizi kullanılmıştır. Sonuç; öğretmen-öğrenci ilişkisinin çatışma alt boyutu ve cinsiyet değişkeni değişkenlik/olumsuzluk puanlarını anlamlı düzeyde yordamaktadır. Öğretmen-öğrenci ilişkisinin çatışma boyutu değişkenlik/olumsuzluk alt boyutunda pozitif yönlü; cinsiyet değişkeni ise negatif yönlü bir ilişkiye sahiptir. Duygu düzenleme puanları üzerindeki etkileri bakımından en güçlü ve anlamlı yordayıcının çatışma, ikinci güçlü ve anlamlı yordayıcının cinsiyet, üçüncü güçlü ve anlamlı yordayıcının ise yakınlık değişkeni olduğu saptanmıştır. Öğretmen-öğrenci ilişkisinin çatışma ve yakınlık boyutu duygu düzenleme ve duygu ifade etme alt boyutunda pozitif yönlü yordayıcı etkiye sahiptir.

Keywords

Okul öncesi, Öğretmen-öğrenci ilişkisi, Duygu düzenleme, Duygu ifade etme

Supporting Institution

NİĞDE ÖMER HALİSDEMİR ÜNİVERSİTESİ

Examination of the Effect of Teacher-Student Relationship on Students Emotion Regulation and Emotion Expression Skills

Abstract

This study explored the predictive effect of 5-6 years old children's relationships with their teachers on their emotion regulation and emotion expression skills. Selected by simple random sampling method, the study group was made up of 146 children and 22 kindergarten teachers who had been attending and working at independent kindergartens and kindergartens affiliated with the Ministry of National Education in a city in the Central Anatolia Region during the 2019-2020 academic year. The Personal Information Form, Emotion Regulation Q-Scale, Emotion Expression Scale and Teacher-Student Relationship Scale were used in the study. Multivariate regression analysis was performed in the analysis of the study data. According to the study results, the conflict dimension of the teacher-student relationship and the gender variable significantly predicted the variability/negativity scores. In the variability/negativity sub-dimension, the conflict dimension of teacher-student relationship had positive relationship, whereas the gender variable had negative relationship. In terms of its effects on emotion regulation scores, the strongest and most significant predictor was conflict. This was followed by gender and closeness, respectively. Finally, the conflict and closeness dimension of the teacher-student relationship had a positive predictive effect in the emotion regulation and emotion expression sub-dimension.

Keywords

Preschool, Teacher-student relationship, Emotion regulation, Emotion expression.

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