Araştırma Makalesi
BibTex RIS Kaynak Göster

Negative Emotions in Children's Drawings and Their Emotion Regulation Strategies

Yıl 2024, , 265 - 283, 29.01.2024
https://doi.org/10.18039/ajesi.1315238

Öz

This research was carried out in order to reflect the negative emotions of children on their paintings and to examine the strategies they use while regulating these emotions. The phenomenological design was adopted in this study in accordance with the qualitative research approach. The participants were chosen by means of homogeneous sampling and on a voluntary basis. The data of this study, which was conducted with a total of 50 children aged between 6 and 10 years, were obtained through drawing and interview techniques. The children were allowed to draw the emotions they assumed as negative in their natural environment without time limitation. Then, one-to-one semi-structured interviews were conducted with each child about the picture they drew. The obtained data were analyzed by content analysis method. As a result of the research, it was seen that there were no negative emotions such as anxiety and fear in the pictures and interviews of the six-year-old children. On the other hand, these feelings were encountered in ten-year-old children. According to another result, feelings such as jealousy, loneliness and insecurity were not encountered in children in the ten-year-old group, unlike the children in the six-year-old group. It was observed that children generally included feelings of sadness and anger in their drawings. In addition, it is noteworthy that ten-year-old children also include anxiety and fear. In the context of emotion regulation strategies, it was revealed that ten-year-old children used more emotion regulation strategies than six-year-old children.

Kaynakça

  • Afşaroğlu-Eren, E. (2017). Çocuğun kendi dili içinden resmini değerlendirmek-duygu ve renk çemberi ile çocuk resimlerinin değerlendirilmesi. Uluslararası Beşeri Bilimler ve Eğitim Dergisi, 3(2), 158-182.
  • Barber, J. P., & Walczak, K. K. (2009). Conscience and critic: peer debriefing strategies in grounded theory research. AnnArbor, 1001 (48), 109-1259.
  • Berk, L. E. (2015). Bebekler ve çocuklar: doğum öncesinden orta çocukluğa. N. Işıkoğlu Erdoğan (Ed). Ankara: Nobel Akademik Press.
  • Berndt, T. J. (2004). Children's friendships: Shifts over a half-century in perspectives on their development and their effects. Merrill-Palmer Quarterly, 50, 206-223.
  • Bonoti, F., & Misailidi, P. (2006). Children's developing ability to depict emotions in their drawings. Perceptual and motor skills, 103(2), 495-502.
  • Brechet, C. (2013). Children’s gender stereotypes through drawings of emotional faces: Do boys draw angrier faces than girls?. Sex Roles, 68, 378-389.
  • Brechet, C., Picard, D., & Baldy, R. (2007). Expression of emotions in the drawing of a man in the 5 to 11-year-old child. Canadian Journal of Experimental Psychology, 61(2), 142–153
  • Cole, P., Martin, S., & Dennis, T. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317–333
  • Cole, P. M., Michel, M. K., & Teti, L. O. D. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the society for research in child development, 59(2‐3), 73-102.
  • Cox, M. (2005). The pictorial world of the child. Cambridge: Cambridge University Press.
  • Creswell, J. W. (2007). Qualitative inquiry and research method: choosing among five approaches. California: SAGE Publications.
  • Creswell, J. W. (2009). Research design: qualitative, quantitative and mixed methods approaches. California: SAGE Publications.
  • Çelik, F. Y. (2018). 9-12 yaş grubu çocukların çizdikleri resimlerle depresyon, kaygı ve özsaygı değişkenleri arasındaki ilişkilerin incelenmesi (Unpublished Master's Thesis, Işık University).
  • Drake, J. E., & Winner, E. (2013). How children use drawing to regulate their emotions. Cognition and Emotion, 27(3), 512-520.
  • Dougherty, L. R. (2006). Children's emotionality and social status: A meta‐analytic review. Social Development, 15(3), 394-417.
  • Ekman, P., Friesen, W. V., & Ellsworth, P. (1972). Emotion in the human face: guidelines for research and an integration of findings. Oxford: Pergamon Press.
  • Elma, Y. E., & Erzen, V. (2022). 48-72 Aylık Çocukların duygular temasına yönelik gerçekleştirilen çizimlerinin incelenmesi. Turkish Journal of Educational Studies, 9(3),539-555. https://doi.org/10.33907/turkjes.1111473
  • Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children’s perspectives expressed through drawings. Early child development and care, 179(2), 217-232.
  • Eisenberg, N., & Zhou, Q., (2000). Regulation from a developmental perspective. Psychological Inquiry, 11(3),166-71.
  • Eisenberg, N., & Fabes, R. A. (1992). Emotion, regulation, and the development of social competence. In M. S. Clark (Ed.), Emotion and social behavior (pp. 119–150). Sage Publications, Inc.
  • Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109–118.
  • Fox, H. C., Axelrod, S. R., Paliwal, P., Sleeper, J., & Sinha, R. (2007). Difficulties in emotion regulation and impulse control during cocaine abstinence. Drug and Alcohol Dependence, 89(2–3), 298–301. https://doi.org/10.1016/j.drugalcdep.2006.12.026
  • Fox, H. C., Hong, K. A., & Sinha, R. (2008). Difficulties in emotion regulation and impulse control in recently abstinent alcoholics compared with social drinkers. Addictive Behaviors, 33(2), 388–394.
  • Gardner, H. (1982). Artful scribbles: The significance of children's drawings. New York: Basic Books.
  • Glesne, C. (2013). Nitel araştırmaya giriş. Ankara: Anı Yayıncılık Press.
  • Golomb, C. (1992). The child’s creation of a pictorial world. Los Angeles, CA: University of California Press.
  • Graziano P. A., Reavis R. D., Keane S. P., & Calkins S. D. (2007). The role of emotion regulation and children's early academic success. Journal of School Psychology, 45(1), 3–19.
  • Gratz, K., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41–54.
  • Gross, J. J. (1998). The emerging field of emotion regulation: an integrative review. Review of General Psychology, 2, 271–299.
  • Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition & Emotion. 13(5), 551-573.
  • Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological inquiry, 26(1), 1–26.
  • Gross, J. J. & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. J. J. Gross (Ed.), In Handbook of emotion regulation (ss. 3-24). New York: Guilford Press.
  • Gülay, H. (2009). Okul öncesi dönemde akran ilişkiler. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 82-93.
  • Gültekin Akduman, G. (2012). Okul öncesi dönemde akran zorbalığının incelenmesi. Toplum ve Sosyal Hizmet, 23 (1), 107-120.
  • Gür, Ç., & Koçak, N. (2016). 5 Yaş (48 60 Ay) Çocukların duygu tanımlamaları ve nedenleri üzerine bir araştırma. Itobiad: Journal of the Human & Social Science Researches, 5(8), 2407-2421.
  • Halmatov, S. (2015). Çocuk resmileri analizi ve psikolojik resim testleri. Ankara: Pegem Press.
  • Hubbard, J. A. (2001). Emotion expression processes in children's peer interaction: The role of peer rejection, aggression, and gender. Child development, 72(5), 1426-1438.
  • Hughes J. N., Cavell, T. A., & Jackson T. (1999). Influence of teacher–student relationship on childhood aggression: a prospective study. Journal of Clinical Child Psychology. 28, 173–184.
  • Kopp, C. (1989). Regulation of distress and negative emotions: a developmentalview. Developmental Psychology, 25(3), 343-354.
  • Kring, A. M., & Gordon, A. H. (1998). Sex differences in emotion: expression, experience, and physiology. Journal of personality and social psychology, 74(3), 686-703.
  • Küçükşen Öner, F. (2010). İlköğretim öğrencilerinin resimlerinde renk ve duygu ilişkisi ve kırmızının öğrencilerde yarattığı kavramsal ve simgesel çağrışımlar (Unpublished PhD Thesis, Marmara University).
  • Malchiodi, C., A. (2013). Çocukların resimlerini anlamak. İstanbul: Nobel Yayıncılık Press.
  • McRae, K., Jacobs, S. E., Ray, R. D., John, O. P., & Gross, J. J. (2012). Individual differences in reappraisal ability: Links to reappraisal frequency, well-being, and cognitive control. Journal of Research in Personality, 46(1), 2–7. https://doi.org/10.1016/j.jrp.2011.10.003
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber. Ankara: Nobel Yayıncılık Press.
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi. Ankara: Pegem Yayıncılık Press.
  • Ochsner, K., & Gross, J. (2007). The neural architecture of emotion regulation. J. J. Gross (Ed.), In Handbook of emotion regulation (ss. 87-109). New York: Guilford Press.
  • Oolup, C., Brown, J., Nowicki, E., & Aziz, D. (2016). The emotional experience and expression of anger: Children’s perspectives. Child And Adolescent Social Work Journal, 33, 279-292.
  • Öveç, Ö. (2012). Okul öncesi eğitim alan 6 yaş çocuklarının bazı duyguları (sevgi, korku, mutluluk, üzüntü) resmetmelerinin incelenmesi (Unpublished PhD Thesis, Istanbul: Marmara University).
  • Ramazan, O. & Öveç, Ö. (2017). 66-72 aylık çocukların sevgi, mutluluk, korku, üzüntü duygularını tanımlama durumlarının ve resmederken kullandıkları renklerin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 265-289.
  • Rohlf, H., Busching, R., & Krahé, B. (2017). Longitudinal links between maladaptive anger regulation, peer problems, and aggression in middle childhood. Merrill-Palmer Quarterly, 63(2), 282-309.
  • Rosenberg, M. (1979). Conceiving the self. New York: Basic Books
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. Ankara: Pegem Akademi Press.
  • Piaget, J., & Inhelder, B. (1971). Mental imagery in the child: A study of the development of imaginal representation. London and New York: Routledge Press.
  • Pianta, R., & Stuhlman M. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review. 33(3), 444–458.
  • Santrock, J. W. (2011). Yaşam boyu gelişim: gelişim psikolojisi. Ankara: Nobel Akademik Yayıncılık Press.
  • Santrock, J. W. (2021). Çocuk gelişimi. Ankara: Nobel Akademik Yayıncılık Press.
  • Smith, P. K., Shu, S. ve Madsen, K. (2001). Characteristics of victims of school bullying: Developmental changes in coping strategies and skills. J. Jovonen ve S. Graham, (Ed.),In Peer harassment in school (p. 332-351). New York: Guilford Publications.
  • Twycross, A., & Shields, L. (2005).Validity and reliability-what’s it all about? Part 3 issues relating to qualitative studies. Paediatric Nursing, 17, 35-36.
  • Winner, E. (1982). Invented worlds: The psychology of thearts. Cambridge: Harvard University Press.
  • Yavuzer, H. (2012). Resimleriyle çocuk. İstanbul: Remzi Kitabevi Press.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Press.
  • Yüksel, G. (2004). Sosyal beceri envanteri el kitabı. Ankara: Asil Yayın Dağıtım Press.
  • Yüksel, M. Y., Canel, N., Mutlu, N., Yılmaz, S., & Elif, Ç. A. P. (2015). Okul öncesi çağdaki çocukların" iyi" ve" kötü" kavram algılarının resim analizi yöntemiyle incelenmesi. Değerler Eğitimi Dergisi, 13(29), 271-303.

Negative Emotions in Children's Drawings and Their Emotion Regulation Strategies

Yıl 2024, , 265 - 283, 29.01.2024
https://doi.org/10.18039/ajesi.1315238

Öz

Bu araştırma, ilkokul çocuklarının olumsuz duygularını resimlerine yansıtmaları ve bu duygularını düzenlerken kullandıkları stratejileri inceleyebilmek amacıyla yapılmıştır. Nitel araştırma yaklaşımına uygun olarak yapılan bu araştırmada olgubilim deseninden yararlanılmıştır. Katılımcılar, amaçlı örnekleme yöntemlerinden biri olan benzeşik örnekleme tekniği ile gönüllülük esaslarına bağlı olarak belirlenmiştir. Toplam 50 çocuk ile gerçekleştirilen bu çalışmanın verileri, resim çizdirme ve görüşme tekniği ile elde edilmiştir. Çocukların olumsuz olarak varsaydıkları duyguları, kendi doğal ortamlarında süre kısıtlaması olmadan çizmeleri sağlanmıştır. Ardından her çocuk ile çizdikleri resim hakkında birebir yarı yapılandırılmış görüşmeler gerçekleştirilmiştir. Elde edilen veriler içerik analizi yöntemiyle analiz edilmiştir. Araştırmanın sonucunda altı yaş çocuklarının resim ve görüşmelerinde kaygı ve korku gibi olumsuz olarak kabul edilen duyguların olmadığı görülmüştür. Buna karşın on yaş grubu çocuklarda bu duygularla karşılaşılmıştır. Bir diğer sonuca göre altı yaş grubu çocuklardan farklı olarak on yaş grubu çocuklarda kıskançlık, yalnızlık ve güvensizlik gibi duygularla karşılaşılmamıştır. Çocukların genel olarak üzüntü ve öfke duygularına çizimlerinde yer verdikleri görülmüştür. Buna ek olarak on yaş grubu çocuklarının kaygı ve korkuya da yer verdikleri dikkat çekmektedir. Duygu düzenleme stratejileri bağlamında on yaş grubu çocuklarının altı yaş grubu çocuklarına oranla daha fazla duygu düzenleme stratejisi kullandıkları ortaya çıkmıştır.

Kaynakça

  • Afşaroğlu-Eren, E. (2017). Çocuğun kendi dili içinden resmini değerlendirmek-duygu ve renk çemberi ile çocuk resimlerinin değerlendirilmesi. Uluslararası Beşeri Bilimler ve Eğitim Dergisi, 3(2), 158-182.
  • Barber, J. P., & Walczak, K. K. (2009). Conscience and critic: peer debriefing strategies in grounded theory research. AnnArbor, 1001 (48), 109-1259.
  • Berk, L. E. (2015). Bebekler ve çocuklar: doğum öncesinden orta çocukluğa. N. Işıkoğlu Erdoğan (Ed). Ankara: Nobel Akademik Press.
  • Berndt, T. J. (2004). Children's friendships: Shifts over a half-century in perspectives on their development and their effects. Merrill-Palmer Quarterly, 50, 206-223.
  • Bonoti, F., & Misailidi, P. (2006). Children's developing ability to depict emotions in their drawings. Perceptual and motor skills, 103(2), 495-502.
  • Brechet, C. (2013). Children’s gender stereotypes through drawings of emotional faces: Do boys draw angrier faces than girls?. Sex Roles, 68, 378-389.
  • Brechet, C., Picard, D., & Baldy, R. (2007). Expression of emotions in the drawing of a man in the 5 to 11-year-old child. Canadian Journal of Experimental Psychology, 61(2), 142–153
  • Cole, P., Martin, S., & Dennis, T. (2004). Emotion regulation as a scientific construct: Methodological challenges and directions for child development research. Child Development, 75(2), 317–333
  • Cole, P. M., Michel, M. K., & Teti, L. O. D. (1994). The development of emotion regulation and dysregulation: A clinical perspective. Monographs of the society for research in child development, 59(2‐3), 73-102.
  • Cox, M. (2005). The pictorial world of the child. Cambridge: Cambridge University Press.
  • Creswell, J. W. (2007). Qualitative inquiry and research method: choosing among five approaches. California: SAGE Publications.
  • Creswell, J. W. (2009). Research design: qualitative, quantitative and mixed methods approaches. California: SAGE Publications.
  • Çelik, F. Y. (2018). 9-12 yaş grubu çocukların çizdikleri resimlerle depresyon, kaygı ve özsaygı değişkenleri arasındaki ilişkilerin incelenmesi (Unpublished Master's Thesis, Işık University).
  • Drake, J. E., & Winner, E. (2013). How children use drawing to regulate their emotions. Cognition and Emotion, 27(3), 512-520.
  • Dougherty, L. R. (2006). Children's emotionality and social status: A meta‐analytic review. Social Development, 15(3), 394-417.
  • Ekman, P., Friesen, W. V., & Ellsworth, P. (1972). Emotion in the human face: guidelines for research and an integration of findings. Oxford: Pergamon Press.
  • Elma, Y. E., & Erzen, V. (2022). 48-72 Aylık Çocukların duygular temasına yönelik gerçekleştirilen çizimlerinin incelenmesi. Turkish Journal of Educational Studies, 9(3),539-555. https://doi.org/10.33907/turkjes.1111473
  • Einarsdottir, J., Dockett, S., & Perry, B. (2009). Making meaning: Children’s perspectives expressed through drawings. Early child development and care, 179(2), 217-232.
  • Eisenberg, N., & Zhou, Q., (2000). Regulation from a developmental perspective. Psychological Inquiry, 11(3),166-71.
  • Eisenberg, N., & Fabes, R. A. (1992). Emotion, regulation, and the development of social competence. In M. S. Clark (Ed.), Emotion and social behavior (pp. 119–150). Sage Publications, Inc.
  • Eisenberg, N., Sadovsky, A., & Spinrad, T. L. (2005). Associations of emotion-related regulation with language skills, emotion knowledge, and academic outcomes. New Directions for Child and Adolescent Development, 109, 109–118.
  • Fox, H. C., Axelrod, S. R., Paliwal, P., Sleeper, J., & Sinha, R. (2007). Difficulties in emotion regulation and impulse control during cocaine abstinence. Drug and Alcohol Dependence, 89(2–3), 298–301. https://doi.org/10.1016/j.drugalcdep.2006.12.026
  • Fox, H. C., Hong, K. A., & Sinha, R. (2008). Difficulties in emotion regulation and impulse control in recently abstinent alcoholics compared with social drinkers. Addictive Behaviors, 33(2), 388–394.
  • Gardner, H. (1982). Artful scribbles: The significance of children's drawings. New York: Basic Books.
  • Glesne, C. (2013). Nitel araştırmaya giriş. Ankara: Anı Yayıncılık Press.
  • Golomb, C. (1992). The child’s creation of a pictorial world. Los Angeles, CA: University of California Press.
  • Graziano P. A., Reavis R. D., Keane S. P., & Calkins S. D. (2007). The role of emotion regulation and children's early academic success. Journal of School Psychology, 45(1), 3–19.
  • Gratz, K., & Roemer, L. (2004). Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the difficulties in emotion regulation scale. Journal of Psychopathology and Behavioral Assessment, 26(1), 41–54.
  • Gross, J. J. (1998). The emerging field of emotion regulation: an integrative review. Review of General Psychology, 2, 271–299.
  • Gross, J. J. (1999). Emotion regulation: Past, present, future. Cognition & Emotion. 13(5), 551-573.
  • Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological inquiry, 26(1), 1–26.
  • Gross, J. J. & Thompson, R. A. (2007). Emotion regulation: Conceptual foundations. J. J. Gross (Ed.), In Handbook of emotion regulation (ss. 3-24). New York: Guilford Press.
  • Gülay, H. (2009). Okul öncesi dönemde akran ilişkiler. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 12(22), 82-93.
  • Gültekin Akduman, G. (2012). Okul öncesi dönemde akran zorbalığının incelenmesi. Toplum ve Sosyal Hizmet, 23 (1), 107-120.
  • Gür, Ç., & Koçak, N. (2016). 5 Yaş (48 60 Ay) Çocukların duygu tanımlamaları ve nedenleri üzerine bir araştırma. Itobiad: Journal of the Human & Social Science Researches, 5(8), 2407-2421.
  • Halmatov, S. (2015). Çocuk resmileri analizi ve psikolojik resim testleri. Ankara: Pegem Press.
  • Hubbard, J. A. (2001). Emotion expression processes in children's peer interaction: The role of peer rejection, aggression, and gender. Child development, 72(5), 1426-1438.
  • Hughes J. N., Cavell, T. A., & Jackson T. (1999). Influence of teacher–student relationship on childhood aggression: a prospective study. Journal of Clinical Child Psychology. 28, 173–184.
  • Kopp, C. (1989). Regulation of distress and negative emotions: a developmentalview. Developmental Psychology, 25(3), 343-354.
  • Kring, A. M., & Gordon, A. H. (1998). Sex differences in emotion: expression, experience, and physiology. Journal of personality and social psychology, 74(3), 686-703.
  • Küçükşen Öner, F. (2010). İlköğretim öğrencilerinin resimlerinde renk ve duygu ilişkisi ve kırmızının öğrencilerde yarattığı kavramsal ve simgesel çağrışımlar (Unpublished PhD Thesis, Marmara University).
  • Malchiodi, C., A. (2013). Çocukların resimlerini anlamak. İstanbul: Nobel Yayıncılık Press.
  • McRae, K., Jacobs, S. E., Ray, R. D., John, O. P., & Gross, J. J. (2012). Individual differences in reappraisal ability: Links to reappraisal frequency, well-being, and cognitive control. Journal of Research in Personality, 46(1), 2–7. https://doi.org/10.1016/j.jrp.2011.10.003
  • Merriam, S. B. (2013). Nitel araştırma desen ve uygulama için bir rehber. Ankara: Nobel Yayıncılık Press.
  • Miles, M. B., & Huberman, A. M. (2015). Nitel veri analizi. Ankara: Pegem Yayıncılık Press.
  • Ochsner, K., & Gross, J. (2007). The neural architecture of emotion regulation. J. J. Gross (Ed.), In Handbook of emotion regulation (ss. 87-109). New York: Guilford Press.
  • Oolup, C., Brown, J., Nowicki, E., & Aziz, D. (2016). The emotional experience and expression of anger: Children’s perspectives. Child And Adolescent Social Work Journal, 33, 279-292.
  • Öveç, Ö. (2012). Okul öncesi eğitim alan 6 yaş çocuklarının bazı duyguları (sevgi, korku, mutluluk, üzüntü) resmetmelerinin incelenmesi (Unpublished PhD Thesis, Istanbul: Marmara University).
  • Ramazan, O. & Öveç, Ö. (2017). 66-72 aylık çocukların sevgi, mutluluk, korku, üzüntü duygularını tanımlama durumlarının ve resmederken kullandıkları renklerin incelenmesi. Uludağ Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 265-289.
  • Rohlf, H., Busching, R., & Krahé, B. (2017). Longitudinal links between maladaptive anger regulation, peer problems, and aggression in middle childhood. Merrill-Palmer Quarterly, 63(2), 282-309.
  • Rosenberg, M. (1979). Conceiving the self. New York: Basic Books
  • Patton, M. Q. (2014). Nitel araştırma ve değerlendirme yöntemleri. Ankara: Pegem Akademi Press.
  • Piaget, J., & Inhelder, B. (1971). Mental imagery in the child: A study of the development of imaginal representation. London and New York: Routledge Press.
  • Pianta, R., & Stuhlman M. (2004). Teacher-child relationships and children's success in the first years of school. School Psychology Review. 33(3), 444–458.
  • Santrock, J. W. (2011). Yaşam boyu gelişim: gelişim psikolojisi. Ankara: Nobel Akademik Yayıncılık Press.
  • Santrock, J. W. (2021). Çocuk gelişimi. Ankara: Nobel Akademik Yayıncılık Press.
  • Smith, P. K., Shu, S. ve Madsen, K. (2001). Characteristics of victims of school bullying: Developmental changes in coping strategies and skills. J. Jovonen ve S. Graham, (Ed.),In Peer harassment in school (p. 332-351). New York: Guilford Publications.
  • Twycross, A., & Shields, L. (2005).Validity and reliability-what’s it all about? Part 3 issues relating to qualitative studies. Paediatric Nursing, 17, 35-36.
  • Winner, E. (1982). Invented worlds: The psychology of thearts. Cambridge: Harvard University Press.
  • Yavuzer, H. (2012). Resimleriyle çocuk. İstanbul: Remzi Kitabevi Press.
  • Yıldırım, A., & Şimşek, H. (2011). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin Press.
  • Yüksel, G. (2004). Sosyal beceri envanteri el kitabı. Ankara: Asil Yayın Dağıtım Press.
  • Yüksel, M. Y., Canel, N., Mutlu, N., Yılmaz, S., & Elif, Ç. A. P. (2015). Okul öncesi çağdaki çocukların" iyi" ve" kötü" kavram algılarının resim analizi yöntemiyle incelenmesi. Değerler Eğitimi Dergisi, 13(29), 271-303.
Toplam 63 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Çocuk Gelişimi Eğitimi
Bölüm Araştırma Makalesi
Yazarlar

Gülhan Yılmaz Bursa 0000-0003-2124-7013

Yayımlanma Tarihi 29 Ocak 2024
Gönderilme Tarihi 15 Haziran 2023
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

APA Yılmaz Bursa, G. (2024). Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies. Anadolu Journal of Educational Sciences International, 14(1), 265-283. https://doi.org/10.18039/ajesi.1315238
AMA Yılmaz Bursa G. Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies. AJESI. Ocak 2024;14(1):265-283. doi:10.18039/ajesi.1315238
Chicago Yılmaz Bursa, Gülhan. “Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies”. Anadolu Journal of Educational Sciences International 14, sy. 1 (Ocak 2024): 265-83. https://doi.org/10.18039/ajesi.1315238.
EndNote Yılmaz Bursa G (01 Ocak 2024) Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies. Anadolu Journal of Educational Sciences International 14 1 265–283.
IEEE G. Yılmaz Bursa, “Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies”, AJESI, c. 14, sy. 1, ss. 265–283, 2024, doi: 10.18039/ajesi.1315238.
ISNAD Yılmaz Bursa, Gülhan. “Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies”. Anadolu Journal of Educational Sciences International 14/1 (Ocak 2024), 265-283. https://doi.org/10.18039/ajesi.1315238.
JAMA Yılmaz Bursa G. Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies. AJESI. 2024;14:265–283.
MLA Yılmaz Bursa, Gülhan. “Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies”. Anadolu Journal of Educational Sciences International, c. 14, sy. 1, 2024, ss. 265-83, doi:10.18039/ajesi.1315238.
Vancouver Yılmaz Bursa G. Negative Emotions in Children’s Drawings and Their Emotion Regulation Strategies. AJESI. 2024;14(1):265-83.