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The Investigation of Emotion Regulation Skills According to Ego Resiliency Levels of 60-72 Months Old Turkish Preschoolers

Yıl 2018, Sayı: 29, 377 - 400, 31.08.2018
https://doi.org/10.14520/adyusbd.387131

Öz

It could be stated that emotional self regulation is an important factor to built resilience in children who have suffer with adversity early in life. The aim of this research is to investigate the relationship between emotion regulation skills and ego resiliency levels in Turkish preschoolers. The study group of the research, which was designed in survey method, consisted of 288 children of 60-72 months who were attending preschools in 2015-16 academic year in Istanbul city. The “Personal Information Form”, the “Children’s Ego Resiliency Scale” and the “Emotion Regulation Checklist” were used as data collection tools. The results indicated that emotion regulation skills differs according to ego resiliency level of preschool children. Age and gender variables were found not to be related to children's ego resiliency and emotion regulation skills. Furthermore, when we examine the association of gender, age, and emotional regulation on the level of ego resiliency, it is found that these three variables are not related to ego resiliency together.

Kaynakça

  • Ungar, M., Brown, M., Liebenberg, L., Othman, R., Kwong, W.M., Armstrong, M. ve Gilgun, J. (2007). Unique pathways to resilience across cultures. Adolescence, 42 (166), 287-310.
  • Luthar, S. S. ve Zelazo, B. Z. (2003). Resilience and Vulnerability: An Integrative Review. Ed. S. Luthar, Resilience and Vulnerability: Adaptation in The Context of Childhood Adversities. Cambridge: Cambridge Üniversitesi Yayınları.
  • Ural, O., Güven, G., Sezer, T., Efe-Azkeskin, K. ve Yılmaz, E. (2015). Okul Öncesi Dönemdeki Çocukların Bağlanma Biçimleri İle Sosyal Yetkinlik Ve Duygu Düzenleme Becerileri Arasındaki İlişkinin İncelenmesi. Hacettepe Üniversitesi Sağlık Bilimleri Dergisi, 1, 589-598.
  • Wolkow, K. E. ve Ferguson, H. B. (2001). Community factors in the development of resiliency: Considerations and future directions. Community Mental Health Journal, 37(6), 489-498.
  • Balaban Dağal, A., Önder, A. ve Bayındır, D. (2016, Haziran). Okul öncesi dönemde çocukların mizaç özellikleri ve ebeveynlik stillerinin çocukların ego sağlamlık düzeyleri üzerindeki yordayıcı etkisi, 3. Uluslararası Avrasya Eğitim Araştırmaları Kongresinde sunulan bildiri.
  • Wyman, P. A., Cowen, E. L., Work, W. C. ve Parker, G. R. (1991). Developmental and family milieu interview correlates of resilience in urban children who have experienced major life-stress. American Journal of Community Psychology, 19: 405-426.
  • Zolkoski, S. M. ve Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34: 2295–2303.
  • Bayındır, D., Önder, A. ve Balaban Dağal, A. (2016, Mayıs). Temperament and Resiliency as Predictor Factors of Preschoolers’ School Readiness. Sosyal ve Davranış Bilimleri Araştırma Konferansında sunulan bildiri.
  • Cole, P. M., Zahn-Waxler, C. ve Smith, K. D. (1994). Expressive control during a disappointment: Variations related to preschoolers’ behavior problems. Developmental Psychology, 30(6), 835-846. https://doi.org/10.1037/0012-1649.30.6.835.
  • Benzies, K. ve Mychasiuk, R. (2009). “Fostering family resiliency: A review of the key protective factors”. Child & Family Social Work, 14: 103–114. http://dx.doi.org/10.1111/j.1365-2206.2008.00568x.
  • Önder, A. ve Gülay-Ogelman, H. (2011). The Reliability-Validity Study fort he Ego Resiliency Scale (Teacher-Mother-Father Forms) for Children Aged between 5 and 6, Uluslararası Hakemli Akademik Sosyal Bilimler Dergisi, 2(1), 5-21.
  • Berk, L.E. (2012). Infants and Children, Prenatal Through Middle Children. Pearson Education.
  • Block, J. ve Block, J. H. (2006). Venturing a 30-year longitudinal study. American Psychologist, 61, 315–327. doi:10.1037/0003-066X.61.4.315.
  • Brooks, J. E. (2006). Strengthening resilience in children and youths: Maximizing opportunities in the schools. Children and Schools, 28(2), 69–76.
  • Bradley, R. H., Whiteside, L., Munford, D. J., Casey, P. H., Kelleher, K. J. ve Pope, S. K. (1994). “Early indications of resilience and their relation to experiences in the home environments of low birthweight, premature children living in poverty”. Child Development, 65(2): 346-360.
  • Bridges, L.J., Denham, S.A. ve Ganiban, J.M. (2004). Definitional issues in emotion regulation research. Child Development, 75 (2), 340-345.
  • Dion, K. L. ve Yee, P. H. N. (1987). Ethnicity and personality in a Canadian context. Journal of Social Psychology, 127(2), 175-182. https://doi.org/10.1080/00224545.1987.9713677.
  • Gamble, T. J. ve Zigler, E. (1986). Effects of infant day care: Another look at the evidence. American Journal of Orthopsychiatry, 56, 26–42.
  • Eisenberg, N., Haugen, R. Spinrad, T. L., Hofer, C., Chassin, L., Zhou, Q., Kupfer ve diğerleri (2010). Relations of Temperament to Maladjustment and Ego Resiliency in At-Risk Children. Social Development, 19 (3): 577-600.
  • Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R. ve Suh, K. (1996). The relations of regulation and emotionality to problem behavior in elementary school children, Development and Psychopathology, 8, 141–162.
  • Eisenberg, N., Spinrad, T.L., Fabes, R.A., Reiser, M., Cumberland, A., Shepard, S.A. ve diğerleri (2004). The relations of effortful control and impulsivity to children’s resiliency and adjustment. Child Development, 75 (1), 25 – 46.
  • Fox, N. A. ve Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27(1), 7-26. DOI: 10.1023/A:1023622324898.
  • Eisenberg, N. ve Spinrad, T.L. (2004). Emotion reglated regulation: Sharpening the Definition, Child Development, 75 (2), 334-339.
  • Fergus, S. ve Zimmerman, M. A. (2005). “Adolescent resilience: A framework for understanding healthy development in the face of risk”. Annual Review of Public Health, 26: 399–419, http://dx.doi.org/10.1146/annurev.publichealth.26.021304.144357.
  • Hardy, D. F., Power, T. G. ve Jaedicke, S. (1993). Examining the relations of parenting to children’s coping with everyday stress. Child Development, 64(6), 1829-1841. DOI: 10.1111/j.1467-8624.1993.tb04216.x.
  • Mathiesen, K. S., Sanson, A., Stoolmiller, M. ve Karevold, E. (2009). The nature and predictors of undercontrolled and internalizing problem trajectories across early childhood. Journal of Abnormal Child Psychology, 37: 209–222. doi:10.1007/s10802-008-9268-y.
  • Hofer, C., Eisenberg, N. ve Reiser, M. (2010). The role of socialization, effortful control, and ego-resiliency in French adolescents’ social functioning. Journal of Research on Adolescence, 20, 555-582. doi:10.1111/j.1532-7795.2010.00650.x.
  • Kwok, O., Hughes, J. N. ve Luo, W. (2007). Role of resilient personality on lower achieving first grade students' current and future achievement, Journal of School Psychology, 45, 61-82.
  • Luthar, Suniya S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62: 600–616.
  • Luthar, S. S. (1993). Annotation: Methodological and Conceptual Issues in Research on Childhood Resilience. Journal of Child Psychol Psychiatry, 34: 441–454.
  • Luthar, S. S. (1999). Poverty and Children’s Adjustment. New-bury Park, CA: Sage.
  • Masten, Ann S. (2011). Resilience in children threatened by extreme adversity: Framework for research, practice, and translational synergy. Development and Psychopathology, 23: 493–506, http://dx.doi.org/10.1017/S0954579411000198.
  • Prince-Embury, S. (2015). Assessing personal resiliency in school settings: The resiliency scales for children and adolescents. Journal of Psychologists and Counsellors in Schools, 25 (1). 55-65.
  • Batum, P. ve Yağmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology: Developmental Learning Personality, 25, 272-294.
  • Martel, M. M., Nigg, J. T., Wong, M. M., Fitzgerald, H. E., Jester, J. M., ve Puttler, L. I. (2007). Childhood and adolescent resiliency, regulation, and executive functioning in relation to adolescent problems and competence in a high-risk sample. Development and Psychopathology, 19, 541–563. doi:10.1017/S0954579407070265.
  • McCubbin, M., Balling, K., Possin, P., Frierdich, S. ve Bryne, B. (2002). Family resiliency in childhood cancer. Family Relations, 51: 103-111.
  • Metin, İ. (2010). The effects of dispositional anger, effortful control and maternal responsiveness on turkish preschoolers’ emotion regulation (Yayınlanmamış yüksek lisans tezi). Koç Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul, Türkiye.
  • Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S. ve Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361-388. DOI: 10.1111/j.1467-9507.2007.00389.x.
  • Rak, C. F. ve Patterson, L. E. (1996). Promoting resilience in at-risk children. Journal of Counseling and Development, 74: 368–373.
  • Bonanno, G.A. ve Diminich, E.D. (2013). Annual Research Review: Positive adjustment to adversity - Trajectories of minimal-impact resilience and emergent resilience. Journal of Child Psychol Psychiatry. 54(4), 378–401. doi:10.1111/jcpp.12021.
  • Rutter, M. (1989). Pathways from childhood to adult life. Journal of Child Psychology and Psychiatry, 30, 25–51.
  • Shields, A. ve Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916. https://doi.org/10.1037/0012-1649.33.6.906.
  • Taylor, Z.E., Eisenberg, N., Spinrad, T.L. ve Widaman, K.F. (2013). Longitudinal relations of intrusive parenting and effortful control to ego-resiliency during early childhood, Child Development, 84 (4), 1145-1151.
  • Bayındır, D., Güven, G., Sezer, T., Akşin-Yavuz, E. Ve Yılmaz, E. (2017). The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers’ Social Competence and Emotion Regulation Skills, Journal of Education and Learning; 6 (2), doi:10.5539/jel.v6n2p305.

Türkiye’deki 60-72 Aylık Çocuklarda Duygu Düzenleme Becerilerinin Ego Sağlamlık Düzeylerine Göre İncelenmesi

Yıl 2018, Sayı: 29, 377 - 400, 31.08.2018
https://doi.org/10.14520/adyusbd.387131

Öz

Erken çocukluk döneminde zor durumlarla baş
eden çocuklardaki ego sağlamlığının oluşmasında, duygusal düzenlemenin önemli
bir etken olduğu bulunmuştur (Bonanno ve Diminich 2013). Bu araştırmanın amacı
duygu düzenleme becerilerinin ego sağlamlık düzeyi ile ilişkisini Türkiye’deki
okul öncesi dönemi çocuklarında ortaya koymaktır. İlişkisel tarama modelinde
tasarlanan araştırmanın çalışma grubunu 2015-16 öğretim yılında İstanbul
ilindeki anaokullarına devam eden, 60-72 aylık 288 çocuk ve anneleri
oluşturmaktadır. Veri toplama araçları olarak "Kişisel Bilgi Formu",
"Çocuk Ego Sağlamlığı Ölçeği" ve "Duygu Düzenleme Ölçeği"
kullanılmıştır.
Sonuçlar, okul
öncesi dönem çocuklarda duygu düzenleme becerilerinin ego sağlamlık düzeyine
göre farklılaştığını ortaya koymuştur. Yaş ve
cinsiyet değişkenlerinin ise çocukların ego sağlamlık ve duygu düzenleme
becerileri üzerinde etkisi olmadığı bulunmuştur. Ayrıca cinsiyet, yaş ve duygu
düzenleme becerisinin ego sağlamlık düzeyi üzerindeki birlikte etkisine
bakıldığında, bu üç değişkenin birlikte ego sağlamlık düzeyi üzerinde etkili
olmadığı bulunmuştur. 

Kaynakça

  • Ungar, M., Brown, M., Liebenberg, L., Othman, R., Kwong, W.M., Armstrong, M. ve Gilgun, J. (2007). Unique pathways to resilience across cultures. Adolescence, 42 (166), 287-310.
  • Luthar, S. S. ve Zelazo, B. Z. (2003). Resilience and Vulnerability: An Integrative Review. Ed. S. Luthar, Resilience and Vulnerability: Adaptation in The Context of Childhood Adversities. Cambridge: Cambridge Üniversitesi Yayınları.
  • Ural, O., Güven, G., Sezer, T., Efe-Azkeskin, K. ve Yılmaz, E. (2015). Okul Öncesi Dönemdeki Çocukların Bağlanma Biçimleri İle Sosyal Yetkinlik Ve Duygu Düzenleme Becerileri Arasındaki İlişkinin İncelenmesi. Hacettepe Üniversitesi Sağlık Bilimleri Dergisi, 1, 589-598.
  • Wolkow, K. E. ve Ferguson, H. B. (2001). Community factors in the development of resiliency: Considerations and future directions. Community Mental Health Journal, 37(6), 489-498.
  • Balaban Dağal, A., Önder, A. ve Bayındır, D. (2016, Haziran). Okul öncesi dönemde çocukların mizaç özellikleri ve ebeveynlik stillerinin çocukların ego sağlamlık düzeyleri üzerindeki yordayıcı etkisi, 3. Uluslararası Avrasya Eğitim Araştırmaları Kongresinde sunulan bildiri.
  • Wyman, P. A., Cowen, E. L., Work, W. C. ve Parker, G. R. (1991). Developmental and family milieu interview correlates of resilience in urban children who have experienced major life-stress. American Journal of Community Psychology, 19: 405-426.
  • Zolkoski, S. M. ve Bullock, L. M. (2012). Resilience in children and youth: A review. Children and Youth Services Review, 34: 2295–2303.
  • Bayındır, D., Önder, A. ve Balaban Dağal, A. (2016, Mayıs). Temperament and Resiliency as Predictor Factors of Preschoolers’ School Readiness. Sosyal ve Davranış Bilimleri Araştırma Konferansında sunulan bildiri.
  • Cole, P. M., Zahn-Waxler, C. ve Smith, K. D. (1994). Expressive control during a disappointment: Variations related to preschoolers’ behavior problems. Developmental Psychology, 30(6), 835-846. https://doi.org/10.1037/0012-1649.30.6.835.
  • Benzies, K. ve Mychasiuk, R. (2009). “Fostering family resiliency: A review of the key protective factors”. Child & Family Social Work, 14: 103–114. http://dx.doi.org/10.1111/j.1365-2206.2008.00568x.
  • Önder, A. ve Gülay-Ogelman, H. (2011). The Reliability-Validity Study fort he Ego Resiliency Scale (Teacher-Mother-Father Forms) for Children Aged between 5 and 6, Uluslararası Hakemli Akademik Sosyal Bilimler Dergisi, 2(1), 5-21.
  • Berk, L.E. (2012). Infants and Children, Prenatal Through Middle Children. Pearson Education.
  • Block, J. ve Block, J. H. (2006). Venturing a 30-year longitudinal study. American Psychologist, 61, 315–327. doi:10.1037/0003-066X.61.4.315.
  • Brooks, J. E. (2006). Strengthening resilience in children and youths: Maximizing opportunities in the schools. Children and Schools, 28(2), 69–76.
  • Bradley, R. H., Whiteside, L., Munford, D. J., Casey, P. H., Kelleher, K. J. ve Pope, S. K. (1994). “Early indications of resilience and their relation to experiences in the home environments of low birthweight, premature children living in poverty”. Child Development, 65(2): 346-360.
  • Bridges, L.J., Denham, S.A. ve Ganiban, J.M. (2004). Definitional issues in emotion regulation research. Child Development, 75 (2), 340-345.
  • Dion, K. L. ve Yee, P. H. N. (1987). Ethnicity and personality in a Canadian context. Journal of Social Psychology, 127(2), 175-182. https://doi.org/10.1080/00224545.1987.9713677.
  • Gamble, T. J. ve Zigler, E. (1986). Effects of infant day care: Another look at the evidence. American Journal of Orthopsychiatry, 56, 26–42.
  • Eisenberg, N., Haugen, R. Spinrad, T. L., Hofer, C., Chassin, L., Zhou, Q., Kupfer ve diğerleri (2010). Relations of Temperament to Maladjustment and Ego Resiliency in At-Risk Children. Social Development, 19 (3): 577-600.
  • Eisenberg, N., Fabes, R. A., Guthrie, I. K., Murphy, B. C., Maszk, P., Holmgren, R. ve Suh, K. (1996). The relations of regulation and emotionality to problem behavior in elementary school children, Development and Psychopathology, 8, 141–162.
  • Eisenberg, N., Spinrad, T.L., Fabes, R.A., Reiser, M., Cumberland, A., Shepard, S.A. ve diğerleri (2004). The relations of effortful control and impulsivity to children’s resiliency and adjustment. Child Development, 75 (1), 25 – 46.
  • Fox, N. A. ve Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27(1), 7-26. DOI: 10.1023/A:1023622324898.
  • Eisenberg, N. ve Spinrad, T.L. (2004). Emotion reglated regulation: Sharpening the Definition, Child Development, 75 (2), 334-339.
  • Fergus, S. ve Zimmerman, M. A. (2005). “Adolescent resilience: A framework for understanding healthy development in the face of risk”. Annual Review of Public Health, 26: 399–419, http://dx.doi.org/10.1146/annurev.publichealth.26.021304.144357.
  • Hardy, D. F., Power, T. G. ve Jaedicke, S. (1993). Examining the relations of parenting to children’s coping with everyday stress. Child Development, 64(6), 1829-1841. DOI: 10.1111/j.1467-8624.1993.tb04216.x.
  • Mathiesen, K. S., Sanson, A., Stoolmiller, M. ve Karevold, E. (2009). The nature and predictors of undercontrolled and internalizing problem trajectories across early childhood. Journal of Abnormal Child Psychology, 37: 209–222. doi:10.1007/s10802-008-9268-y.
  • Hofer, C., Eisenberg, N. ve Reiser, M. (2010). The role of socialization, effortful control, and ego-resiliency in French adolescents’ social functioning. Journal of Research on Adolescence, 20, 555-582. doi:10.1111/j.1532-7795.2010.00650.x.
  • Kwok, O., Hughes, J. N. ve Luo, W. (2007). Role of resilient personality on lower achieving first grade students' current and future achievement, Journal of School Psychology, 45, 61-82.
  • Luthar, Suniya S. (1991). Vulnerability and resilience: A study of high-risk adolescents. Child Development, 62: 600–616.
  • Luthar, S. S. (1993). Annotation: Methodological and Conceptual Issues in Research on Childhood Resilience. Journal of Child Psychol Psychiatry, 34: 441–454.
  • Luthar, S. S. (1999). Poverty and Children’s Adjustment. New-bury Park, CA: Sage.
  • Masten, Ann S. (2011). Resilience in children threatened by extreme adversity: Framework for research, practice, and translational synergy. Development and Psychopathology, 23: 493–506, http://dx.doi.org/10.1017/S0954579411000198.
  • Prince-Embury, S. (2015). Assessing personal resiliency in school settings: The resiliency scales for children and adolescents. Journal of Psychologists and Counsellors in Schools, 25 (1). 55-65.
  • Batum, P. ve Yağmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology: Developmental Learning Personality, 25, 272-294.
  • Martel, M. M., Nigg, J. T., Wong, M. M., Fitzgerald, H. E., Jester, J. M., ve Puttler, L. I. (2007). Childhood and adolescent resiliency, regulation, and executive functioning in relation to adolescent problems and competence in a high-risk sample. Development and Psychopathology, 19, 541–563. doi:10.1017/S0954579407070265.
  • McCubbin, M., Balling, K., Possin, P., Frierdich, S. ve Bryne, B. (2002). Family resiliency in childhood cancer. Family Relations, 51: 103-111.
  • Metin, İ. (2010). The effects of dispositional anger, effortful control and maternal responsiveness on turkish preschoolers’ emotion regulation (Yayınlanmamış yüksek lisans tezi). Koç Üniversitesi, Sosyal Bilimler Enstitüsü, İstanbul, Türkiye.
  • Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S. ve Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361-388. DOI: 10.1111/j.1467-9507.2007.00389.x.
  • Rak, C. F. ve Patterson, L. E. (1996). Promoting resilience in at-risk children. Journal of Counseling and Development, 74: 368–373.
  • Bonanno, G.A. ve Diminich, E.D. (2013). Annual Research Review: Positive adjustment to adversity - Trajectories of minimal-impact resilience and emergent resilience. Journal of Child Psychol Psychiatry. 54(4), 378–401. doi:10.1111/jcpp.12021.
  • Rutter, M. (1989). Pathways from childhood to adult life. Journal of Child Psychology and Psychiatry, 30, 25–51.
  • Shields, A. ve Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906-916. https://doi.org/10.1037/0012-1649.33.6.906.
  • Taylor, Z.E., Eisenberg, N., Spinrad, T.L. ve Widaman, K.F. (2013). Longitudinal relations of intrusive parenting and effortful control to ego-resiliency during early childhood, Child Development, 84 (4), 1145-1151.
  • Bayındır, D., Güven, G., Sezer, T., Akşin-Yavuz, E. Ve Yılmaz, E. (2017). The Relationship between Maternal Acceptance-Rejection Levels and Preschoolers’ Social Competence and Emotion Regulation Skills, Journal of Education and Learning; 6 (2), doi:10.5539/jel.v6n2p305.
Toplam 44 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Dilan Bayındır

Asude Balaban Dağal

Alev Önder Bu kişi benim

Yayımlanma Tarihi 31 Ağustos 2018
Yayımlandığı Sayı Yıl 2018 Sayı: 29

Kaynak Göster

APA Bayındır, D., Balaban Dağal, A., & Önder, A. (2018). Türkiye’deki 60-72 Aylık Çocuklarda Duygu Düzenleme Becerilerinin Ego Sağlamlık Düzeylerine Göre İncelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi(29), 377-400. https://doi.org/10.14520/adyusbd.387131