TY  - JOUR
T1  - Okul Öncesi Dönemdeki 4-6 Yaş Grubu Çocukların Duygu Düzenleme Becerisinin Sosyal Yetkinlik ile İlişkisinde Cinsiyet ve Yaşın Düzenleyici Rolü
TT  - The moderating role of gender and age in the relationship between emotion regulation and social competence
AU  - Can, Nurhan
AU  - Doğan, Handan
PY  - 2025
DA  - May
Y2  - 2025
DO  - 10.55008/te-ad.1602679
JF  - Temel Eğitim Araştırmaları Dergisi
JO  - TEAD
PB  - Marmara Üniversitesi
WT  - DergiPark
SN  - 2791-6391
SP  - 33
EP  - 49
VL  - 5
IS  - 1
LA  - tr
AB  - Amaç: Bu çalışmada 4-6 yaş grubundaki okul öncesi dönem çocuklarının duygu düzenleme becerilerinin ve sosyal yetkinliklerinin cinsiyet ve yaşa göre farklılaşma durumu ve ilgili becerilerin birbiri ile olan ile olan bağlantısında cinsiyet ve yaşın düzenleyicilik rolü incelenmiştir.Yöntem ve Araçlar: Araştırmada ilişkisel tarama modeli kullanılmış olup, çalışmanın verileri ‘Duygu Düzenleme Ölçeği’ ve ‘Sosyal Yetkinlik ve Davranış Değerlendirme Ölçeği’ aracılığıyla toplanmıştır. Okul öncesi eğitime devam eden 4-6 yaş grubundaki 160 çocuğun öğretmenlerinden veri toplanmıştır.Sonuçlar: Analiz sonuçlarına göre, duygu düzenleme becerisi sosyal yetkinliği anlamlı düzeyde yordamakta ve bu bağlantıda yaş değişkeni özellikle küçük yaş grubunda moderatör rol oynamaktadır. Cinsiyetin moderatör etkisi anlamlı bulunmamıştır. Duygu düzenleme becerilerinin sosyal yetkinlik açısından taşıdığı önem, erken müdahale programlarının özellikle küçük yaş grubuna odaklanması gerektiğine işaret etmektedir.
KW  - duygu düzenleme
KW  - sosyal yetkinlik
KW  - okulöncesi
KW  - sosyal-duygusal gelişim
N2  - Purpose: The present study examined the differences in preschool children’s emotion regulation skills and social competence according to gender and age, as well as the moderating role of gender and age in the relationship between these skills..Method and Materials: A correlational research design was employed. Data were collected using the Emotion Regulation Checklist and the Social Competence and Behavior Evaluation Scale. The sample consisted of 160 preschool children aged 4 to 6, and data were obtained from their teachers.Results: According to the analysis, emotion regulation significantly predicted social competence, with age serving as a moderator, particularly among younger children. No significant moderating effect was found for gender. The findings highlight the importance of emotion regulation for social adjustment and suggest that early intervention programs should particularly target younger age groups.
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UR  - https://doi.org/10.55008/te-ad.1602679
L1  - https://dergipark.org.tr/tr/download/article-file/4445731
ER  -