BibTex RIS Cite

Anne Tutumlarının 5-6 Yaş Çocuklarının Sosyal Becerilerini ve Okula Uyumlarının Yordayıcı Etkisi

Year 2013, Issue: 29, 143 - 152, 01.02.2013

Abstract

Araştırmanın amacı, anne tutumlarının çocuklarının sosyal becerileri ve okula uyumlarıüzerindeki yordayıcıetkisini ortaya koymaktır. Araştırmada ilişkisel tarama yöntemi kullanılmıştır. Araştırmanın örneklem grubunu Denizli ilinin merkez ilçesinde ilköğretim okullarının anasınıflarına devam eden 85 çocuk ve annesi oluşturmuştur. Araştırmada veri toplama araçlarıolarak Anne-Babalık Stilleri ve BoyutlarıÖlçeği Anne formu , Sosyal Beceri Formu ve 5-6 YaşÇocuklarıİçin Okul Uyumu Öğretmen Değerlendirme Ölçeği kullanılmıştır. Araştırmanın sonuçlarına göre, annelerin otoriter, yetkeci ve izin verici tutumlarıile 5-6 yaşındaki çocuklarının sosyal beceri ve okula uyum düzeyleri arasında anlamlıdüzeyde ilişki belirlenmiştir. Otoriter ve izin verici tutumlar, sosyal beceri ve okula uyum değişkenleri ile olumsuz yönde anlamlıilişki içindeyken; yetkeci tutum ise sosyal beceri ve okula uyum düzeyleri ile olumlu yönde anlamlıilişki içindedir.

References

  • Altay, F. B. (2007). “Okulöncesi Kuruma (Devlet/Özel) Devam Eden Çocukların Sosyal Yeterlikleri ve Olumlu Sosyal Davranışları ile Ebeveyn Stilleri Arasındaki İlişkiler”. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Arı, M., Bayhan, P. ve Artan, İ. (1995). “Farklı Ana-Baba Tutumlarının 4-11 Yaş Grubu Çocuklarında Görülen Problem Durumlarına Etkisinin İncelenmesi”. 10. Ya-Pa Okul Öncesi Eğitimini Yaygınlaştırma Semineri Kitabı (ss. 23-38), Ya-Pa Yayıncılık, İstanbul.
  • Baumrind, D. (1966). “Effects of Authoritative Parental Control on Child Behavior”. Child Development, 37, 887-907.
  • Baurmrind, D. (1967). “Child Care Practices Anteceding Three Patterns of Preschool Behavior”. Genetic Psychology Monographs, (75), 43-88.
  • Baumrind, D. (1968). “Authoritarian Versus Authoritative Parental Control”.Adolescence, (3), 255- 272.
  • Baumrind, D. (1978). “Parental Disciplinary Patterns and Social Competence in Children”. Youth and Society, (9), 239-276.
  • Baumrind, D. (1996). “The Discipline Controversy Revisited. Family Relations”. Journal of Applied Family and Clinical Studies, (45), 405-414.
  • Birch, S. H. and Ladd, G. W. (1997). “The Teacher-Child Relationship and Children’s Early School Adjustment”. Journal of School Psychology, 35(1), 61-79.
  • Bornstein, M. H. and Zlotnik, D. (2009). “Parenting Styles and Their Effects”. In J. B. Benson and M. M. Haith (Eds.), Social and Emotional Development in Infancy and Early Childhood, (pp. 280-292). UK: Elsevier.
  • Bronfenbrenner, U. and Morris, P. A. (2006). “The Bioecological Model of Human Development”. In W. Damon and R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793-828). New York: John Wiley.
  • Davidov, M. and Grusec, J. E. (2006). “Untangling the Links of Parentaş Responsiveness to Distress and Warmth to Child Outcomes”. Child Development, (77), 44-58.
  • Dinçer, D. (1993). “Anaokuluna Devam Eden Beş Yaş Grubu Çocukların Anne-Baba Tutumları ile Yaratıcı Düşünmeleri Arasındaki İlişkinin İncelenmesi”. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Durmuş, R. (2006). “3-6 Yaş Arası Çocuğu Olan Ebeveynlerin Kişilik Özellikleri ile Anne-Baba Tutumlarının Bazı Değişkenlere Göre İncelenmesi”. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A. and Liew, J. (2005). “Relations Among Positive Parenting, Children’s Effortful Control and Externalizing Problems: A Three Wave Longitudinal Study”. Child Development, (76), 1055-1071.
  • Eisenberg, N., Fabes, R. A., Karbon, M., Murphy, B. C., Carlo, G. and Wosinski, M. (1996). “Relations of School Children’s Comforting Behavior to Empathy-Related Reactions and Shyness”. Social Development, (5), 330-351.
  • Feldman, P. S. (2005). Development Across the Life Span (3 th. edition), USA: Peerson Education Ltd. Prentice Hall.
  • Gülay, H. (2004). “Korunmaya Muhtaç Çocuklarla Ailesi ile Yaşayan 6 Yaş Çocuklarının Sosyal Becerilerinin Karşılaştırılması”. Yayınlanmamış yüksek lisans tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Gülay, H. (2010). Okul Öncesi Dönemde Akran İlişkileri, Ankara, Pegem Yayıncılık.
  • Gülay, H. (2011). “Anasınıfına Devam Eden 5-6 Yaş Çocuklarının Okula Uyumlarının Sosyal Beceriler Açısından İncelenmesi”. NWSA- E Journal of New World Sciences Academy, 6(1), 139-146.
  • Günalp, A. (2007). “Farklı Anne Baba Tutumlarının Okul Öncesi Eğitim Çağındaki Çocukların Özgüven Duygusunun Gelişimine Etkisi (Aksaray İli Örneği)”. Yayınlanmamış yüksek lisans tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Jones, L. P., Gross, E. and Becker, I. (2002). “The Characteristics ofDomestic Victims in a Child Protective Service Caseload”.Familiesin Society, (83),405–415.
  • Johnson, A. K. (2006). “Physical and Psychological Aggression and the Use of Parenting Styles: A Comparıson of African-American and Caucasian Families”. Unpublished master thesis, University of Maryland, USA.
  • Keown, L. J. and Woodward, L. J. (2006). “Preschool Boys with Pervasive Hyperactivity: Early Peer Functioning and Mother-Child Relationship Influences”. Social Development, 15(1), 23-45.
  • Kochanska, G. and Aksan, N. (2004). “Development of Mutual Responsiveness Between Parents and Their Young Children”. Child Development, 75(6), 1657-1676.
  • Kuczynski, L. and Parkin, M. (2007). Agency and Bidirectionality in Socialization: Interactions, Transactions and Relational Dialectics. In J.E. Grusec & P. Hastings (Eds.) Handbook of Socialization, (pp. 259-283). NY: Guilford.
  • Laibe, D., Carlo, G., Torquati, J. and Ontai, L. (2004). “Children’s Perception of Family Relationships as Assessed in a Doll Story Completion Task: Links to Parenting, Social Competence and Externalizing Behavior”. Social Development, 13(4), 551-569.
  • Macklem, G. L. (2008). Practitioner’s Guide to Emotion Regulation in School-Aged Children, NY: Springer Science-Business Media.
  • Maccoby, E. E. and Martin, J. A. (1983). Socialization in the Context of the Family: Parent- Child Interaction, In Mussen, P. H. (Ed.) E. Mavis (Vol Ed.). Handbook of child psychology, (pp. 250- 290). New York: John Wiley & Sons.
  • Marsiglia, C., Walczyk, J., Buboltz, W. and Griffith-Ross, D. (2006). “Impact of Parenting Styles and Locus of Control on Emerging Adults’ Psychosocial Success”. Journal of Education and Human Development, (1), 1-11.
  • McGillicuddy-De Lisi, A. V. and De Lisi, R. (2007). “Perceptions of Family Relations When Mothers and Fathers are Depicted With Different Parenting Styles”. The Journal of Genetic Psychology, 168(4), 425-442.
  • Öğretir, A. D. (1999). “Alt ve Üst Sosyo-Ekonomik Düzeydeki 6 Yaş Çocuklarının Sosyal Oyun Davranışlarıyla Anne-Baba Tutumları Arasındaki İlişkinin İncelenmesi”. Yayınlanmamış yüksek lisans tezi, Sosyal Bilimler Enstitüsü, Gazi Üniversitesi, Ankara.
  • Onder, A. ve Gulay, H. (2009). Reliability and Validity of Parenting Styles & Dimensions Questionnaire. World Conference on Educational Sciences (WCES-2009). Cyprus Educational Sciences Association, Nicosia, North Cyprus, (04-07 February, 2009). Procedia- Social and Behavioral Sciences, 1(1): 508- 514.
  • Önder, A. ve Gülay, H. (2010). “Reliability and Validity of the Teacher Rating Scale of School Adjustment for 5-6 Years of Children”. International Online Journal of Educational Sciences, 2(1), 204-224.
  • Özeri, Z. N. (1994). “Okul Öncesi Dönemde Ahlak Gelişimi ve Eğitimi (Annelerin Çocuk Yetiştirme Tutumlarının Beş Yaş Çocuğunun Adalet Gelişimine Etkisinin Araştırılması)”. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Özyürek, A. (2004). “Kırsal Bölge ve Şehir Merkezinde Yaşayan 5-6 Yaş Grubu Çocuğa Sahip Anne- Babaların Çocuk Yetiştirme Tutumlarının İncelenmesi”. Yayınlanmamış yüksek lisans tezi, Sosyal Bilimler Enstitüsü, Gazi Üniversitesi, Ankara.
  • Papalia, D. E., Olds, S. W., Feldman, R. D. and Gross, D. (2003), Human Development, USA: McGraw Hill.
  • Paterson, G. and Sanson, A. (1999). “The Association of Behavioural Adjustment to Temperament, Parenting and Family Characteristics Among 5-Year-Old Children”. Social Development, (5), 125-137.
  • Robinson, C. C., Mandelco, B., Olsen, S. F. and Hart, C. H. (2001). The Parenting Styles and Dimensions Questionaire (PSQD). In B. F. Perlmutter, J. Touliatos and G. W. Holden (Eds.). Handbook of family measurement techniques: Vol. 3. ınstruments & ındex, (pp. 319-321). Thousand Oaks: Sage.
  • Snyder, J., Stoolmiller, M., Wilson, M. and Yamamoto, M. (2003). “Child Anger Regulation, Parental Responses to Children’s Anger Displays and Early Child Antisocial Behavior”. Social Development, 12(3), 335-360.
  • Tezel-Şahin, F. ve Özyürek, A. (2008). “5-6 Yaş Grubu Çocuğa Sahip Ebeveynlerin Demografik Özelliklerinin Çocuk Yetiştirme Tutumlarına Etkisinin İncelenmesi”. Türk Eğitim Bilimleri Dergisi, 6(3), 395-414.
  • Weiten, W., Lloyd, M. A., Dunn, D. S. and Hammer, E. Y. (2009). Psychology Applied to Modern Life: Adjustment in The 21st Century. USA: Wandsworth Cengage Learning Publishing.

The Predictor Effect of Attitudes of Mothers on the Social Skills and School Adaptation of Their 5–6 year old Children

Year 2013, Issue: 29, 143 - 152, 01.02.2013

Abstract

The purpose of this study is to put forth the predictor effect mother’s attitude has on the social skills and school adaptation of their children. A relational survey method was used in this study. The sample group for the study comprised of 85 children, attending the kindergartens of primary schools located in the city center of Denizli, and this children’s mother. The Parenting Styles and Dimensions Questionnaire PSDQ Mother Form , Social Skills Form and The Teacher Rating Scale of School Adjustment for 5-6 Year Olds were used to gather the data for the study. According to the results of the study, there is a significant relationship between the authoritarian, permissive, and authoritative mother attitude and the level of social skills and school adjustment in 5-6 year old children. While there is a significant negative relationship between authoritarian and permissive attitudes and the social skills and school adjustment variables, a significantly positive relationship exists between authoritative attitude and the level of social skills and school adjustment. Parental attitude expresses the quality of special behavior patterns and approaches of parents towards their children. Temperament, the tone of voice used towards the child, body language, the nature of interest, attention, care, and childcare-related experiences carry great importance when establishing the attitude Bornstein & Zlotnik, 2009 . During the early years of life, parents have a greater influence over their child’s life than other people. Positive and supportive attitudes are factors with powerful effects in child development Eisenberg et al., 2005; Gülay, 2010 . In conclusion of her studies, Diana Baumrind put forth three basic parental attitudes; Authoritarian, Authoritative, and Permissive Baumrind, 1966, 1967, 1968, 1978, 1976 .In the authoritarian attitude, parents place importance on controlling their children and making sure their children listen to them. Authority, rule acceptance, and respect must be shown in all forms. While interest in the child is minimum, the expectations from the child are maximum. Issues experienced regarding the rules in the adult world may result in severe penalties Baumrind, 1967; Bornstein & Zlotnik, 2009 . The authoritative attitude is shaped with democracy, respect, and rationale. The individuality of child is accepted and respected. Accepting individuality means that they have a say in the decisions made at home. The type of communication between the child and their parents is mutual and open. The child’s independence is supported. Authoritative parents believe that severe and physical punishments damage the individuality and personality of the child Johnson, 2006; Weiten, Lloyd, Dunn, & Hammer, 2009 . On the other hand, permissive attitude is based on extensive child care, open communication, and minimal control. The rules and limits are not distinct but are very flexible. The expectation of mature behavior from the child is minimal. The attitude towards the child’s behavior, even if it involves aggression, is extremely tolerant. The approach is loose in terms of discipline Feldman, 2005; Maccoby & Martin, 1983 . The effects these attitudes have on children vary. Purpose The purpose of this study is to put forth the predictor effect mother’s attitude has on the social skills and school adaptation of their children. We searched for the answers to the questions stated below in an effort to achieve the purpose of this study. Does an authoritarian attitude of mother have a predictor effect on the social skills and school adjustment of 5–6 year old children? Does an authoritative attitude of mother have a predictor effect on the social skills and social adjustment of 5–6 year old children? Does a permissive attitude of mother have a predictor effect on the social skills and school adjustment of 5–6 year old children? Method A relational survey method was used in this study. The sample group for the study comprised of 85 children, attending the kindergartens of primary schools located in the city center of Denizli, and this children’s mothers. The Parenting Styles and Dimensions Questionnaire PSDQ Mother Form , Social Skills Form and The Teacher Rating Scale of School Adjustment for 5-6 Year Olds were used to gather the data for the study. The Parenting Styles and Dimensions Questionnaire PSDQ Mother Form was completed by mothers individually. Social Skills Form and The Teacher Rating Scale of School Adjustment for 5-6 Year Olds was completed by kindergarten teachers based on their 7-month observation of the children. Mothers and teachers were informed about the purpose of the study and the measurement instruments prior to the data collection process. Data was analyzed using a SPSS 13.0 software program. A Simple Linear Regression Analysis Technique was used to determine a predictor effect of authoritarian, permissive, and authoritative mother attitudes on the social skills and school adjustment of 5–6 year old children. Findings According to the results of the study, there is a significant relationship between the authoritarian, permissive, and authoritative mother attitude and the level of social skills and school adjustment in 5-6 year old children. While there is a significant negative relationship between authoritarian and permissive attitudes and the social skills and school adjustment variables, a significantly positive relationship exists between authoritative attitude and the level of social skills and school adjustment. Authoritarian, authoritative, and permissive attitudes at maximum level explain school adjustment. While authoritarian attitude explains school adjustment and social skills at the highest level, permissive attitude was one that explains school adjustment and social skills at the lowest level

References

  • Altay, F. B. (2007). “Okulöncesi Kuruma (Devlet/Özel) Devam Eden Çocukların Sosyal Yeterlikleri ve Olumlu Sosyal Davranışları ile Ebeveyn Stilleri Arasındaki İlişkiler”. Yayınlanmamış yüksek lisans tezi, Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Arı, M., Bayhan, P. ve Artan, İ. (1995). “Farklı Ana-Baba Tutumlarının 4-11 Yaş Grubu Çocuklarında Görülen Problem Durumlarına Etkisinin İncelenmesi”. 10. Ya-Pa Okul Öncesi Eğitimini Yaygınlaştırma Semineri Kitabı (ss. 23-38), Ya-Pa Yayıncılık, İstanbul.
  • Baumrind, D. (1966). “Effects of Authoritative Parental Control on Child Behavior”. Child Development, 37, 887-907.
  • Baurmrind, D. (1967). “Child Care Practices Anteceding Three Patterns of Preschool Behavior”. Genetic Psychology Monographs, (75), 43-88.
  • Baumrind, D. (1968). “Authoritarian Versus Authoritative Parental Control”.Adolescence, (3), 255- 272.
  • Baumrind, D. (1978). “Parental Disciplinary Patterns and Social Competence in Children”. Youth and Society, (9), 239-276.
  • Baumrind, D. (1996). “The Discipline Controversy Revisited. Family Relations”. Journal of Applied Family and Clinical Studies, (45), 405-414.
  • Birch, S. H. and Ladd, G. W. (1997). “The Teacher-Child Relationship and Children’s Early School Adjustment”. Journal of School Psychology, 35(1), 61-79.
  • Bornstein, M. H. and Zlotnik, D. (2009). “Parenting Styles and Their Effects”. In J. B. Benson and M. M. Haith (Eds.), Social and Emotional Development in Infancy and Early Childhood, (pp. 280-292). UK: Elsevier.
  • Bronfenbrenner, U. and Morris, P. A. (2006). “The Bioecological Model of Human Development”. In W. Damon and R. M. Lerner (Eds.), Handbook of child psychology, Vol. 1: Theoretical models of human development (6th ed., pp. 793-828). New York: John Wiley.
  • Davidov, M. and Grusec, J. E. (2006). “Untangling the Links of Parentaş Responsiveness to Distress and Warmth to Child Outcomes”. Child Development, (77), 44-58.
  • Dinçer, D. (1993). “Anaokuluna Devam Eden Beş Yaş Grubu Çocukların Anne-Baba Tutumları ile Yaratıcı Düşünmeleri Arasındaki İlişkinin İncelenmesi”. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Durmuş, R. (2006). “3-6 Yaş Arası Çocuğu Olan Ebeveynlerin Kişilik Özellikleri ile Anne-Baba Tutumlarının Bazı Değişkenlere Göre İncelenmesi”. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A. and Liew, J. (2005). “Relations Among Positive Parenting, Children’s Effortful Control and Externalizing Problems: A Three Wave Longitudinal Study”. Child Development, (76), 1055-1071.
  • Eisenberg, N., Fabes, R. A., Karbon, M., Murphy, B. C., Carlo, G. and Wosinski, M. (1996). “Relations of School Children’s Comforting Behavior to Empathy-Related Reactions and Shyness”. Social Development, (5), 330-351.
  • Feldman, P. S. (2005). Development Across the Life Span (3 th. edition), USA: Peerson Education Ltd. Prentice Hall.
  • Gülay, H. (2004). “Korunmaya Muhtaç Çocuklarla Ailesi ile Yaşayan 6 Yaş Çocuklarının Sosyal Becerilerinin Karşılaştırılması”. Yayınlanmamış yüksek lisans tezi. Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Gülay, H. (2010). Okul Öncesi Dönemde Akran İlişkileri, Ankara, Pegem Yayıncılık.
  • Gülay, H. (2011). “Anasınıfına Devam Eden 5-6 Yaş Çocuklarının Okula Uyumlarının Sosyal Beceriler Açısından İncelenmesi”. NWSA- E Journal of New World Sciences Academy, 6(1), 139-146.
  • Günalp, A. (2007). “Farklı Anne Baba Tutumlarının Okul Öncesi Eğitim Çağındaki Çocukların Özgüven Duygusunun Gelişimine Etkisi (Aksaray İli Örneği)”. Yayınlanmamış yüksek lisans tezi, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü, Konya.
  • Jones, L. P., Gross, E. and Becker, I. (2002). “The Characteristics ofDomestic Victims in a Child Protective Service Caseload”.Familiesin Society, (83),405–415.
  • Johnson, A. K. (2006). “Physical and Psychological Aggression and the Use of Parenting Styles: A Comparıson of African-American and Caucasian Families”. Unpublished master thesis, University of Maryland, USA.
  • Keown, L. J. and Woodward, L. J. (2006). “Preschool Boys with Pervasive Hyperactivity: Early Peer Functioning and Mother-Child Relationship Influences”. Social Development, 15(1), 23-45.
  • Kochanska, G. and Aksan, N. (2004). “Development of Mutual Responsiveness Between Parents and Their Young Children”. Child Development, 75(6), 1657-1676.
  • Kuczynski, L. and Parkin, M. (2007). Agency and Bidirectionality in Socialization: Interactions, Transactions and Relational Dialectics. In J.E. Grusec & P. Hastings (Eds.) Handbook of Socialization, (pp. 259-283). NY: Guilford.
  • Laibe, D., Carlo, G., Torquati, J. and Ontai, L. (2004). “Children’s Perception of Family Relationships as Assessed in a Doll Story Completion Task: Links to Parenting, Social Competence and Externalizing Behavior”. Social Development, 13(4), 551-569.
  • Macklem, G. L. (2008). Practitioner’s Guide to Emotion Regulation in School-Aged Children, NY: Springer Science-Business Media.
  • Maccoby, E. E. and Martin, J. A. (1983). Socialization in the Context of the Family: Parent- Child Interaction, In Mussen, P. H. (Ed.) E. Mavis (Vol Ed.). Handbook of child psychology, (pp. 250- 290). New York: John Wiley & Sons.
  • Marsiglia, C., Walczyk, J., Buboltz, W. and Griffith-Ross, D. (2006). “Impact of Parenting Styles and Locus of Control on Emerging Adults’ Psychosocial Success”. Journal of Education and Human Development, (1), 1-11.
  • McGillicuddy-De Lisi, A. V. and De Lisi, R. (2007). “Perceptions of Family Relations When Mothers and Fathers are Depicted With Different Parenting Styles”. The Journal of Genetic Psychology, 168(4), 425-442.
  • Öğretir, A. D. (1999). “Alt ve Üst Sosyo-Ekonomik Düzeydeki 6 Yaş Çocuklarının Sosyal Oyun Davranışlarıyla Anne-Baba Tutumları Arasındaki İlişkinin İncelenmesi”. Yayınlanmamış yüksek lisans tezi, Sosyal Bilimler Enstitüsü, Gazi Üniversitesi, Ankara.
  • Onder, A. ve Gulay, H. (2009). Reliability and Validity of Parenting Styles & Dimensions Questionnaire. World Conference on Educational Sciences (WCES-2009). Cyprus Educational Sciences Association, Nicosia, North Cyprus, (04-07 February, 2009). Procedia- Social and Behavioral Sciences, 1(1): 508- 514.
  • Önder, A. ve Gülay, H. (2010). “Reliability and Validity of the Teacher Rating Scale of School Adjustment for 5-6 Years of Children”. International Online Journal of Educational Sciences, 2(1), 204-224.
  • Özeri, Z. N. (1994). “Okul Öncesi Dönemde Ahlak Gelişimi ve Eğitimi (Annelerin Çocuk Yetiştirme Tutumlarının Beş Yaş Çocuğunun Adalet Gelişimine Etkisinin Araştırılması)”. Yayınlanmamış yüksek lisans tezi, Marmara Üniversitesi Eğitim Bilimleri Enstitüsü, İstanbul.
  • Özyürek, A. (2004). “Kırsal Bölge ve Şehir Merkezinde Yaşayan 5-6 Yaş Grubu Çocuğa Sahip Anne- Babaların Çocuk Yetiştirme Tutumlarının İncelenmesi”. Yayınlanmamış yüksek lisans tezi, Sosyal Bilimler Enstitüsü, Gazi Üniversitesi, Ankara.
  • Papalia, D. E., Olds, S. W., Feldman, R. D. and Gross, D. (2003), Human Development, USA: McGraw Hill.
  • Paterson, G. and Sanson, A. (1999). “The Association of Behavioural Adjustment to Temperament, Parenting and Family Characteristics Among 5-Year-Old Children”. Social Development, (5), 125-137.
  • Robinson, C. C., Mandelco, B., Olsen, S. F. and Hart, C. H. (2001). The Parenting Styles and Dimensions Questionaire (PSQD). In B. F. Perlmutter, J. Touliatos and G. W. Holden (Eds.). Handbook of family measurement techniques: Vol. 3. ınstruments & ındex, (pp. 319-321). Thousand Oaks: Sage.
  • Snyder, J., Stoolmiller, M., Wilson, M. and Yamamoto, M. (2003). “Child Anger Regulation, Parental Responses to Children’s Anger Displays and Early Child Antisocial Behavior”. Social Development, 12(3), 335-360.
  • Tezel-Şahin, F. ve Özyürek, A. (2008). “5-6 Yaş Grubu Çocuğa Sahip Ebeveynlerin Demografik Özelliklerinin Çocuk Yetiştirme Tutumlarına Etkisinin İncelenmesi”. Türk Eğitim Bilimleri Dergisi, 6(3), 395-414.
  • Weiten, W., Lloyd, M. A., Dunn, D. S. and Hammer, E. Y. (2009). Psychology Applied to Modern Life: Adjustment in The 21st Century. USA: Wandsworth Cengage Learning Publishing.
There are 41 citations in total.

Details

Primary Language Turkish
Journal Section Research Article
Authors

Hülya Gülay Ogelman This is me

Alev Önder This is me

Zarife Seçer This is me

Hatice Erten This is me

Publication Date February 1, 2013
Published in Issue Year 2013 Issue: 29

Cite

APA Ogelman, H. G., Önder, A., Seçer, Z., Erten, H. (2013). Anne Tutumlarının 5-6 Yaş Çocuklarının Sosyal Becerilerini ve Okula Uyumlarının Yordayıcı Etkisi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(29), 143-152.

24108 28027 

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License