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Investigation of The General Trends in The Studies Conducted on Self-Regulation in Turkey

Year 2022, , 328 - 349, 15.08.2022
https://doi.org/10.33711/yyuefd.1067613

Abstract

The purpose of the current study is to investigate the studies conducted on self-regulation and to reveal the trends in the field. Within the current study, a total of 295 studies carried out between the years 2000 and 2020 and selected by using the purposive sampling method were analyzed. As a result of the study, it was determined that a great increase occurred in the research on self-regulation after 2010, that the most preferred sample size is 101-300, that the most preferred participants are university students and the least preferred participants are primary school students, that the most frequently used research method is the qualitative research method and the least preferred one is the quantitative research method. Other important results obtained in the current study are that not many training programs are implemented and that these programs are limited, that the training programs are mostly implemented by the researchers and that the teachers are not much involved as the implementers of the training programs. In the studies analyzed, it is suggested that activities should be developed to inform students about self-regulation and that more training programs, seminars and conferences should be organized for teachers, students and families.

References

  • Akaydın, Ş., & Çeçen, M. A. (2015). Okuma becerisiyle ilgili makaleler üzerine bir içerik analizi. Eğitim ve Bilim, 40(178), 183-198. http://dx.doi.org/10.15390/EB.2015.4139
  • Akıncılar, V. (2010). The effect of “please” strategy training through the self-regulated strategy development (SRSD) model on fifth grade EFL students’ descriptive writing: STRATEGY trainıng on planning [Yayımlanmamış Yüksek lisans tezi]. Orta Doğu Teknik Üniversitesi.
  • Atalay, R., Kızılay, E., & Öner-Armağan, F. (2021). Türkiye’de fen eğitimi alanındaki öz yeterlik araştırmalarının analizi: Bir meta sentez çalışması. Anadolu Öğretmen Dergisi, 5(2), 226-248. https://doi.org/10.35346/aod.975565
  • Augustine, M. E., & Stifter, C. A. (2019). Children’s behavioral self-regulation and conscience: Roles of child temperament, parenting, and parenting context. Journal of Applied Developmental Psychology, 63, 54–64. https://doi.org/10.1016/j.appdev.2019.05.008
  • Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır? Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
  • Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of Advanced Academics, 18(4), 586–616. https://doi.org/10.4219/jaa-2007-553
  • Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326–339. https://doi.org/10.1111/j.1467-8624.2009.01397.x
  • Bierman, K. L., Coie, J., Dodge, K., Greenberg, M., Lochman, J., … McMohan, R. (2013). School outcomes of aggressive-disruptive children: Prediction from kindergarten risk factors and impact of the Fast Track Prevention Program. Aggressive Behavior, 39(2), 114–130. https://doi.org/10.1002/ab.21467
  • Bilican, R. (2012). Self-regulated capacity for vocabulary learning in Turkish high school students: An experimental study [Yayımlanmamış yüksek lisans tezi]. Abant İzzet Baysal Üniversitesi.
  • 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). https://doi.org/10.1017/S0954579408000436
  • 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. https://doi.org/10.1111/j.1467-8624.2007.01019.x
  • Breslau, J., Miller, E., Breslau, N., Bohnert, K., Lucia, V., & Schweitzer, J. (2009). The impact of early behavior disturbances on academic achievement in high school. PEDIATRICS, 123(6), 1472–1476. https://doi.org/10.1542/peds.2008-1406
  • Chen, P. P., & Bembenutty, H. (2018). Calibration of performance and academic delay of gratification: Individual and group differences in self-regulation of learning. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed.), (pp. 407–420). Routledge.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Observation. Research Methods in Education, 6, 396-412.
  • Cole, P. M., Michel, M. K., & Teti, L. O. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59(2/3), 73. https://doi.org/10.1111/j.1540-5834.1994.tb01278.x
  • Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children’s emergent literacy growth. Journal of Educational Psychology, 98(4), 665–689. https://doi.org/10.1037/0022-0663.98.4.665
  • Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174), 33-38. https://doi.org/10.15390/EB.2014.3412
  • Çelik, B. & Kamaraj, İ. (2020). 60-72 aylık çocukların öz düzenleme becerisi üzerinde çocuk katılımlı eğitim programının etkisinin incelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 51(51), 1-17. https://doi.org/10.15285/maruaebd.559762
  • Dan, A. (2016). Supporting and developing self-regulatory behaviors in early childhood in young children with high levels of impulsive behavior. Contemporary Issues in Education Research, 9(4), 189-200.
  • Ezmeci, F. (2019). Okul Öncesi Öz-Düzenleme Programı'nın çocukların özdüzenleme, problem davranış ve sosyal becerilerine etkisi (Tez No. 563794) [Doktora tezi, Hacettepe Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., … Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3), 151–175. https://doi.org/10.1007/s11121-005-5553-y
  • Gündüz, A. (2020). Öz düzenleme eğitim programının okul öncesi dönem çocuklarının öz düzenleme becerilerine ve etkileşimli akran oyunlarına etkisinin incelenmesi (Tez No. 643539) [Doktora tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Hamoudi, A., Murray, D. W., Sorensen, L., & Fontaine, A. (2014). Self regulation and toxic stress report 2: A review of ecological, biological, and developmental studies of self-regulation and stress. OPRE Report # 2015-30, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174–180. https://doi.org/10.1016/j.tics.2012.01.006
  • İspir, B., & Yıldız, A. (2021). Türkiye’de öğrenme amaçlı yazma hakkında yapılan araştırmaların analizi: Bir meta-sentez çalışması. OPUS Uluslararası Toplum Araştırmaları Dergisi, 18(41), 3396-3447. https://doi.org/10.26466/opus.906264
  • İsrael, E. (2007). Özdüzenleme eğitimi, fen başarısı ve özyeterlilik [Yayımlanmamış doktora tezi]. Dokuz Eylül Üniversitesi.
  • Kaleli Yılmaz, G. (2015). Türkiye'deki teknolojik pedagojik alan bilgisi çalışmalarının analizi: Bir meta-sentez çalışması. Eğitim ve Bilim, 40(178), 103-122. http://dx.doi.org/10.15390/EB.2015.4087
  • Kazu, İ. Y., & Yavuz, F. S. (2021). Öz düzenleme becerileri üzerine yapılmış lisansüstü çalışmaların bibliyografik olarak incelenmesi. Trakya Eğitim Dergisi, 11(3), 1471-1483. https://doi.org/10.24315/tred.853747
  • Kiss, M., Fechete, G., Pop, M., & Susa, G. (2014). Early childhood self-regulation in context: Parental and familial environmental influences. Cognition, Brain, Behavior, 18(1), 55–85.
  • Kurt, A., & Erdoğan, M. (2015). Program değerlendirme araştırmalarının içerik analizi ve eğilimleri; 2004-2013 yılları arası. Eğitim ve Bilim, 40(178), 199-224. http://dx.doi.org/10.15390/EB.2015.4167
  • Lin, T.C., Lin, TJ., & Tsai, C.C. (2014). Research tredns in science education from 2008 to 2012: A systematic content analyisis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. https://doi.org/10.1080/09500693.2013.864428
  • McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314–324. https://doi.org/10.1016/j.ecresq.2012.07.008
  • McClelland, M. M., and Cameron, C. E. (2011). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00191.x
  • McClelland, M. M., Morrison, F. J., and Holmes, D. L. (2000). Children at risk for early academic problems: the role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307–329. https://doi.org/10.1016/S0885-2006(00)00069-7
  • Miles, M, B., and Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. Sage.
  • Murray, D. W., Rosanbalm, K., and Christopoulos, C. (2016). Self regulation and toxic stress report 3: A comprehensive review of self-regulation interventions. OPRE Report # 2016-34, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Murray, D. W., Rosanbalm, K., Christopoulos, C., and Hamoudi, A. (2014). Self-regulation and toxic stress report 1: Foundations for understanding self-regulation from an applied perspective. OPRE Report # XXX, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Ormrod, J. E., Anderman, E. M., and Anderman, L. (2017). Educational psychology: Developing learners (9th ed.). Pearson.
  • Pears, K. C., Fisher, P. A., Heywood, C. V., and Bronz, K. D. (2007). Promoting school readiness in foster children. In O. N. Saracho and B. Spodek (Eds.), Contemporary perspectives on social learning in early childhood education (pp. 173–198). Information Age.
  • Pears, K. C., Kim, H. K., Healey, C. V., Yoerger, K., and Fisher, P. A. (2014). Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties. Prevention Science, 16(2), 222–232. https://doi.org/10.1007/s11121-014-0482-2
  • Phillips, D. A., Hutchison, J., Martin, A., Castle, S., Johnson, A. D., & Tulsa SEED Study Team. (2022). First do no harm: How teachers support or undermine children's self-regulation. Early Childhood Research Quarterly, 59, 172-185. https://doi.org/10.1016/j.ecresq.2021.12.001
  • Posner, M. I., & Rothbart, M. K. (2009). Toward a physical basis of attention and self-regulation. Physics of Life Reviews, 6(2), 103–120. https://doi.org/10.1016/j.plrev.2009.02.001
  • Rosanbalm, K.D., & Murray, D.W. (2017). Promoting self-regulation in early childhood: A practice brief. OPRE Brief #2017-79. Washington, DC: Office of Planning, Research, and Evaluation, Administration for Children and Families, US. Department of Health and Human Services.
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  • Selçuk, Z., Palancı, M., Kandemir, M., & Dündar, H. (2014). Eğitim ve bilim dergisinde yayınlanan araştırmaların eğilimleri: İçerik analizi. Eğitim ve Bilim, 39(173), 430-453.
  • Sezer, H. N., & Alabay, E. (2018). Türkiye'de özdüzenleme ile ilgili yapılmış lisansüstü tezlerin incelenmesi. Akademik Sosyal Araştırmalar Dergisi, 74(6), 367-384. https://doi.org/10.16992/ASOS.13827
  • Silverman, I. W., & Ragusa, D. M. (1992). A short-term longitudinal study of the early development of self-regulation. Journal of Abnormal Child Psychology, 20(4), 415–435. https://doi.org/10.1007/BF00918985
  • Tutkun, C. Tezel Şahin, F., & Işıktekiner, S. (2016). Dört-beş yaş çocuklarının öz düzenleme becerilerinin incelenmesi. Ö. Demirel & S. Dinçer (Ed.) içinde, Eğitim bilimlerinde yenilikler ve nitelik arayışı. (s. 459-473). Pegem Akademi.
  • Vural, S. (2013). A mixed methods intervention study on the relationship between self-regulatory training and universıty students’ strategy use and academıc achievement [Yayımlanmamış doktora tezi]. Orta Doğu Teknik Üniversitesi.

Türkiye’de Öz Düzenleme ile İlgili Yapılan Araştırmalardaki Genel Eğilimlerin İncelenmesi

Year 2022, , 328 - 349, 15.08.2022
https://doi.org/10.33711/yyuefd.1067613

Abstract

Bu araştırmanın amacı Türkiye’de öz düzenleme ile ilgili yapılan araştırmaların incelenmesi ve bu alanda nasıl bir eğilim olduğunun ortaya konulmasıdır. Araştırma kapsamında 2000-2020 yılları arasında gerçekleştirilen ve amaçlı örnekleme yöntemi ile seçilen 295 araştırma analiz edilmiştir. Araştırma sonucunda öz düzenlemeye yönelik araştırmaların 2010 yılı ve sonrasında büyük bir artış gösterdiği, örneklem büyüklüğü açısından en fazla 101-300 örneklem grubuyla, en fazla üniversite öğrencileriyle, en az ilkokul düzeyinde çalışıldığı ayrıca en fazla nicel çalışmaların, en az ise nitel çalışmaların yapıldığı saptanmıştır. Araştırmalardan elde edilen en önemli sonuçlardan biri çok fazla eğitim programlarının uygulanmadığı ve eğitimlerin sınırlı kaldığı, eğitim programlarını çoğunlukla araştırmacıların uyguladıkları, öğretmenlerin ise eğitim programlarının uygulayıcısı olarak çok fazla yer almadıkları yönündedir. Araştırmalardan elde edilen öneriler açısından da öğrencilere öz düzenleme konusunda farklı etkinlik ve bilgilendirme çalışmalarının ayrıca öğretmen, çocuk ve ailelerine yönelik öz düzenleme konusunda eğitim, seminer, konferans düzenlenmesinin önerildiği sonucuna ulaşılmıştır.

References

  • Akaydın, Ş., & Çeçen, M. A. (2015). Okuma becerisiyle ilgili makaleler üzerine bir içerik analizi. Eğitim ve Bilim, 40(178), 183-198. http://dx.doi.org/10.15390/EB.2015.4139
  • Akıncılar, V. (2010). The effect of “please” strategy training through the self-regulated strategy development (SRSD) model on fifth grade EFL students’ descriptive writing: STRATEGY trainıng on planning [Yayımlanmamış Yüksek lisans tezi]. Orta Doğu Teknik Üniversitesi.
  • Atalay, R., Kızılay, E., & Öner-Armağan, F. (2021). Türkiye’de fen eğitimi alanındaki öz yeterlik araştırmalarının analizi: Bir meta sentez çalışması. Anadolu Öğretmen Dergisi, 5(2), 226-248. https://doi.org/10.35346/aod.975565
  • Augustine, M. E., & Stifter, C. A. (2019). Children’s behavioral self-regulation and conscience: Roles of child temperament, parenting, and parenting context. Journal of Applied Developmental Psychology, 63, 54–64. https://doi.org/10.1016/j.appdev.2019.05.008
  • Baltacı, A. (2019). Nitel araştırma süreci: Nitel bir araştırma nasıl yapılır? Ahi Evran Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 5(2), 368-388. https://doi.org/10.31592/aeusbed.598299
  • Bembenutty, H. (2007). Self-regulation of learning and academic delay of gratification: Gender and ethnic differences among college students. Journal of Advanced Academics, 18(4), 586–616. https://doi.org/10.4219/jaa-2007-553
  • Bernier, A., Carlson, S. M., & Whipple, N. (2010). From external regulation to self-regulation: Early parenting precursors of young children’s executive functioning. Child Development, 81(1), 326–339. https://doi.org/10.1111/j.1467-8624.2009.01397.x
  • Bierman, K. L., Coie, J., Dodge, K., Greenberg, M., Lochman, J., … McMohan, R. (2013). School outcomes of aggressive-disruptive children: Prediction from kindergarten risk factors and impact of the Fast Track Prevention Program. Aggressive Behavior, 39(2), 114–130. https://doi.org/10.1002/ab.21467
  • Bilican, R. (2012). Self-regulated capacity for vocabulary learning in Turkish high school students: An experimental study [Yayımlanmamış yüksek lisans tezi]. Abant İzzet Baysal Üniversitesi.
  • 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). https://doi.org/10.1017/S0954579408000436
  • 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. https://doi.org/10.1111/j.1467-8624.2007.01019.x
  • Breslau, J., Miller, E., Breslau, N., Bohnert, K., Lucia, V., & Schweitzer, J. (2009). The impact of early behavior disturbances on academic achievement in high school. PEDIATRICS, 123(6), 1472–1476. https://doi.org/10.1542/peds.2008-1406
  • Chen, P. P., & Bembenutty, H. (2018). Calibration of performance and academic delay of gratification: Individual and group differences in self-regulation of learning. In D. H. Schunk & J. A. Greene (Eds.), Handbook of self-regulation of learning and performance (2nd ed.), (pp. 407–420). Routledge.
  • Cohen, L., Manion, L., & Morrison, K. (2007). Observation. Research Methods in Education, 6, 396-412.
  • Cole, P. M., Michel, M. K., & Teti, L. O. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the Society for Research in Child Development, 59(2/3), 73. https://doi.org/10.1111/j.1540-5834.1994.tb01278.x
  • Connor, C. M., Morrison, F. J., & Slominski, L. (2006). Preschool instruction and children’s emergent literacy growth. Journal of Educational Psychology, 98(4), 665–689. https://doi.org/10.1037/0022-0663.98.4.665
  • Çalık, M., & Sözbilir, M. (2014). İçerik analizinin parametreleri. Eğitim ve Bilim, 39(174), 33-38. https://doi.org/10.15390/EB.2014.3412
  • Çelik, B. & Kamaraj, İ. (2020). 60-72 aylık çocukların öz düzenleme becerisi üzerinde çocuk katılımlı eğitim programının etkisinin incelenmesi. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 51(51), 1-17. https://doi.org/10.15285/maruaebd.559762
  • Dan, A. (2016). Supporting and developing self-regulatory behaviors in early childhood in young children with high levels of impulsive behavior. Contemporary Issues in Education Research, 9(4), 189-200.
  • Ezmeci, F. (2019). Okul Öncesi Öz-Düzenleme Programı'nın çocukların özdüzenleme, problem davranış ve sosyal becerilerine etkisi (Tez No. 563794) [Doktora tezi, Hacettepe Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Flay, B. R., Biglan, A., Boruch, R. F., Castro, F. G., Gottfredson, D., Kellam, S., … Ji, P. (2005). Standards of evidence: Criteria for efficacy, effectiveness and dissemination. Prevention Science, 6(3), 151–175. https://doi.org/10.1007/s11121-005-5553-y
  • Gündüz, A. (2020). Öz düzenleme eğitim programının okul öncesi dönem çocuklarının öz düzenleme becerilerine ve etkileşimli akran oyunlarına etkisinin incelenmesi (Tez No. 643539) [Doktora tezi, Gazi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
  • Hamoudi, A., Murray, D. W., Sorensen, L., & Fontaine, A. (2014). Self regulation and toxic stress report 2: A review of ecological, biological, and developmental studies of self-regulation and stress. OPRE Report # 2015-30, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174–180. https://doi.org/10.1016/j.tics.2012.01.006
  • İspir, B., & Yıldız, A. (2021). Türkiye’de öğrenme amaçlı yazma hakkında yapılan araştırmaların analizi: Bir meta-sentez çalışması. OPUS Uluslararası Toplum Araştırmaları Dergisi, 18(41), 3396-3447. https://doi.org/10.26466/opus.906264
  • İsrael, E. (2007). Özdüzenleme eğitimi, fen başarısı ve özyeterlilik [Yayımlanmamış doktora tezi]. Dokuz Eylül Üniversitesi.
  • Kaleli Yılmaz, G. (2015). Türkiye'deki teknolojik pedagojik alan bilgisi çalışmalarının analizi: Bir meta-sentez çalışması. Eğitim ve Bilim, 40(178), 103-122. http://dx.doi.org/10.15390/EB.2015.4087
  • Kazu, İ. Y., & Yavuz, F. S. (2021). Öz düzenleme becerileri üzerine yapılmış lisansüstü çalışmaların bibliyografik olarak incelenmesi. Trakya Eğitim Dergisi, 11(3), 1471-1483. https://doi.org/10.24315/tred.853747
  • Kiss, M., Fechete, G., Pop, M., & Susa, G. (2014). Early childhood self-regulation in context: Parental and familial environmental influences. Cognition, Brain, Behavior, 18(1), 55–85.
  • Kurt, A., & Erdoğan, M. (2015). Program değerlendirme araştırmalarının içerik analizi ve eğilimleri; 2004-2013 yılları arası. Eğitim ve Bilim, 40(178), 199-224. http://dx.doi.org/10.15390/EB.2015.4167
  • Lin, T.C., Lin, TJ., & Tsai, C.C. (2014). Research tredns in science education from 2008 to 2012: A systematic content analyisis of publications in selected journals. International Journal of Science Education, 36(8), 1346-1372. https://doi.org/10.1080/09500693.2013.864428
  • McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early Childhood Research Quarterly, 28(2), 314–324. https://doi.org/10.1016/j.ecresq.2012.07.008
  • McClelland, M. M., and Cameron, C. E. (2011). Self-regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development Perspectives, 6(2), 136–142. https://doi.org/10.1111/j.1750-8606.2011.00191.x
  • McClelland, M. M., Morrison, F. J., and Holmes, D. L. (2000). Children at risk for early academic problems: the role of learning-related social skills. Early Childhood Research Quarterly, 15(3), 307–329. https://doi.org/10.1016/S0885-2006(00)00069-7
  • Miles, M, B., and Huberman, A. M. (1994). Qualitative data analysis: An expanded Sourcebook. Sage.
  • Murray, D. W., Rosanbalm, K., and Christopoulos, C. (2016). Self regulation and toxic stress report 3: A comprehensive review of self-regulation interventions. OPRE Report # 2016-34, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Murray, D. W., Rosanbalm, K., Christopoulos, C., and Hamoudi, A. (2014). Self-regulation and toxic stress report 1: Foundations for understanding self-regulation from an applied perspective. OPRE Report # XXX, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.
  • Ormrod, J. E., Anderman, E. M., and Anderman, L. (2017). Educational psychology: Developing learners (9th ed.). Pearson.
  • Pears, K. C., Fisher, P. A., Heywood, C. V., and Bronz, K. D. (2007). Promoting school readiness in foster children. In O. N. Saracho and B. Spodek (Eds.), Contemporary perspectives on social learning in early childhood education (pp. 173–198). Information Age.
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There are 49 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Cansu Tutkun 0000-0002-2722-2274

Tunahan Filiz 0000-0002-3149-8783

Fikrinaz Akbaba 0000-0001-7871-7114

Publication Date August 15, 2022
Published in Issue Year 2022

Cite

APA Tutkun, C., Filiz, T., & Akbaba, F. (2022). Türkiye’de Öz Düzenleme ile İlgili Yapılan Araştırmalardaki Genel Eğilimlerin İncelenmesi. Van Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 19(2), 328-349. https://doi.org/10.33711/yyuefd.1067613