TY - JOUR T1 - Examining the Efficacy of Psycho-Educational Program for Mothers on Mothers' Perception of Child Education Competence TT - Annelere Yönelik Psiko-Eğitim Programının Annelerin Çocuk Eğitimi Yeterlik Algılarına Etkisinin İncelenmesi AU - Teke, Esra AU - Baltacı, Umay Bilge AU - Avşaroğlu, Selahattin PY - 2024 DA - December Y2 - 2024 DO - 10.17556/erziefd.1519487 JF - Erzincan Üniversitesi Eğitim Fakültesi Dergisi JO - EUJEF PB - Erzincan Binali Yıldırım Üniversitesi WT - DergiPark SN - 2148-7758 SP - 579 EP - 592 VL - 26 IS - 4 LA - en AB - Though parental efficacy is emphasized in much admirable research, very few social programs have been assessed. Parenting is a potential protective or risk factor for the development of the child and predicts outcomes related to the child’s developmental processes. In this study, the effect of a psychoeducation program on the childhood education efficacy perceptions of mothers was examined. The study is a quasi-experimental design with a pre-test and post-test control group. 20 mothers with primary school children residing in Turkey, 10 in the experimental group and 10 in the control group, participated in the research. Each mother in the experiment group completed a psychoeducation program comprising 10 sessions lasting 50 minutes. Prior to the psycho-education, it was determined that there was no significant difference between the scores of the experimental and control groups obtained from the Child Education Efficiency Scale (CEES) as well as the Bringing Responsibility, Communication-Interaction, Knowing the Child, Developing the Child, and Guiding the Child subscales. The result of the research revealed that the experimental group had significantly higher scores for the Child Education Efficiency Scale and all subscales after receiving psychoeducation compared to before the training. On the other hand, there was no significant difference between the scores of the control group from the CEES or any subscales before and after psychoeducation. In addition, after psychoeducation, the scores of the experimental group were significantly higher for the CEES and Bringing Responsibility, Communication-Interaction, and Developing the Child subscales compared to the control group. There was no significant difference in the Guiding the Child, Knowing the Child subscales. The results indicate that the efficacy levels of mothers can be increased and explain the probable mechanisms that may affect efficacy. KW - Maternal education KW - psychoeducation KW - perception of efficacy KW - self-efficacy KW - experimental study N2 - Ebeveyn yeterliğini takdir araştırmalarla vurgulanan bir olgu olsa da bu konuda az sayıda topluluk programı değerlendirilmiştir. Oysa ebeveynlik, çocuğun gelişiminde önemli bir faktördür ve çocukların gelişimsel süreçleriyle ilgili sonuçları öngörmektedir. Bu araştırmada annelere yönelik psiko-eğitim programının, annelerin çocuk eğitimi yeterlilik algısına etkisi incelenmiştir. Bu kapsamda gerçekleştirilen çalışmada ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmaya deney grubunda 10, kontrol grubunda 10 olmak üzere Türkiye’de ikamet eden, ilkokul çocuğuna sahip 20 anne katılmıştır. Deney grubundaki annelere her biri 50 dakika süren 10 oturumdan oluşan psiko-eğitim programı uygulanmıştır. Psiko-eğitim çalışmasından önce deney ve kontrol grubunun Çocuk Eğitimi Yeterliği Ölçeği (ÇEYÖ) ve ölçeğin sorumluluk kazandırma, iletişim-etkileşim, çocuğu tanıma, çocuğu geliştirme ve çocuğu yönlendirme alt boyutlarından aldıkları puanlar arasında anlamlı bir farklılık olmadığı saptanmıştır. Araştırma sonucunda deney grubunun psiko-eğitimden sonra aldıkları ÇEYÖ ve ölçeğin alt boyut puanlarının tamamı, psiko-eğitimden önce aldıkları puanlara göre anlamlı düzeyde yüksek bulunmuştur. Kontrol grubunun ise psiko-eğitimden önce ve sonra ÇEYÖ ve sorumluluk kazandırma, iletişim-etkileşim, çocuğu tanıma, çocuğu geliştirme, çocuğu yönlendirme alt boyutlarından aldıkları puanlar arasında anlamlı bir farklılık olmadığı saptanmıştır. Ek olarak psiko-eğitimden sonra deney grubunun kontrol grubuna göre ÇEYÖ ve sorumluluk kazandırma, iletişim-etkileşim, çocuğu geliştirme alt boyutlarından aldıkları puanların anlamlı düzeyde daha yüksek olduğu, çocuğu yönlendirme, çocuğu tanıma alt boyutlarında ise anlamlı bir farklılığın olmadığı saptanmıştır. Çalışmanın sonuçları, annelerin yeterlik düzeylerinin arttırılabileceğini ortaya koymakta ve yeterlik üzerinde etkili olabilecek muhtemel mekanizmaları açıklamaktadır. CR - Adamson, M., Morawska, A. & Sanders, M. R. (2013). Childhood feeding difficulties: a randomized controlled trial of a group-based parenting intervention. 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