Well-Being and Psychological Resilience in Preschool Children: Value Predictive Effect of Behaviors and Self-Regulation Skills

Yıl 2022, , 351 - 383, 25.12.2022

Saide Özbey , Filiz Erata , Kudret Yavuz

https://doi.org/10.34234/ded.1113471

Cited By: 1

Öz

The research was carried to identify the predictive levels of value behaviours and self-regulation skills in preschool children’s social emotional well-being and psychological resilience. The study was designed in relational screening model. The universe of the research consists of 36-72 months old children attending public primary schools and independent kindergartens in Trabzon province and its districts. The sample of the study, on the other hand, consists of 315 children attending kindergartens affiliated with official primary schools and independent kindergartens selected by simple random sampling method from the population. “Social Emotional Wellbeing and Psychological Resilience Scale (PERİK)”, “Self-Regulation Skills Scale” and “Development of Behavior Values Scale” were used as data collection tools in the research. The scale items for the children included in the study were filled in by the children’s teachers. After the obtained data were transferred to the SPPS 26.00 package program, they were analyzed using descriptive statistics, Pearson correlation test, and simple linear regression analysis. Based on the results of the study, it was found that the well-being and psychological resilience levels of the children participating in the research were high, and there was a moderate positive relationship between self-regulation and value behaviours and well- being and resilience levels; value behaviours and self-regulation skills were found to be significant predictors of well-being and resilience levels.

Anahtar Kelimeler

Preschool Education, Child, Well-Being, Resilience, Value Behaviour, Self- Regulation

Okul Öncesi Dönem Çocuklarında İyi Oluş ve Psikolojik Sağlamlık: Değer Davranışlarının ve Özdüzenleme Becerilerinin Yordayıcı Etkisi

Öz

Araştırma okul öncesi dönem çocuklarında değer davranışları ve öz düzenleme becerilerinin çocukların sosyal duygusal iyi oluş ve psikolojik sağlamlıklarını yordama düzeylerini belirlemek amacıyla planlanmıştır. Çalışma ilişkisel tarama modelinde tasarlanmıştır. Araştırmanın evrenini Trabzon ili ve ilçelerinde resmi ilköğretim okullarına bağlı anasınıfları ile bağımsız anaokullarına devam eden 36-72 aylık çocuklardan oluşmaktadır. Araştırmanın örneklemini ise evrenden basit tesadüfi örnekleme yöntemiyle seçilmiş resmi ilköğretim okullarına bağlı anasınıfları ve bağımsız anaokullarına devam eden 315 çocuktan oluşmaktadır. Araştırmada veri toplama aracı olarak “Sosyal Duygusal İyi Oluş ve Psikolojik Sağlamlık Ölçeği, (PERİK)”, “Öz Düzenleme Becerileri Ölçeği” ve “Davranışta Değer Ölçeği” kullanılmıştır. Araştırma kapsamına alınan çocuklar için ölçek maddeleri çocukların öğretmenleri tarafından doldurulmuştur. Elde edilen veriler SPPS 26.00 paket programına aktarıldıktan sonra, betimsel istatistik, pearson korelasyon testi ve basit doğrusal regresyon analizi kullanılarak analiz edilmiştir. Araştırma sonucunda, araştırmaya katılan çocukların iyi oluş ve psikolojik sağlamlık düzeylerinin yüksek olduğu, öz düzenleme ve değer davranışları ile iyi oluş ve psikolojik sağlamlık düzeyler arasında orta düzeyde pozitif ilişki bulunduğu; değer davranışlarının ve öz-düzenleme becerilerinin iyi oluş ve psikolojik sağlamlık düzeylerinin anlamlı bir yordayıcısı olduğu saptanmıştır.

Anahtar Kelimeler

Okul Öncesi Eğitim, Çocuk, İyi Oluş, Psikolojik Sağlamlık, Değer Davranışı, Öz- Düzenleme

Kaynakça

• Abed, N., Pakdaman, S., Heidari, M. & Tahmassian, K. (2016). Developing psychological well-being scale for preschool children. Global Journal of Health Science, 8(11), 104- 111.
• Allen, J., Balfour, R., Bell, R., & Marmot, M. (2014). Social determinants of mental health. International review of psychiatry, 26(4), 392-407.
• Axford, S. Blyth, K.& Schepens, R.(2008) Can we help children learn coping skills for life? http://www.centreforconfidence.co.uk/docs/Perth_&_Kinross_Council_bounce_back_Report.pd f.12.14.2021.
• Aydın, F. & Ulutaş, İ. (2017). Okul öncesi çocuklarda öz düzenleme becerilerinin gelişimi. Aksaray Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 1(2), 36-45.
• Bauer, I. M. & Baumeister, R. F. (2011). Self-regulatory strenght. Kathleen D. Vohs & Roy F. Baumeister (Ed.), handbook of self-regulation: Research, theory, and applications (2. Baskı) içinde (s. 64-82). New York: Guilford Press.
• Bayındır, D. & O. Ural. (2016). Öz düzenleme becerileri ölçeği’nin geliştirilmesi [Development of the self-regulation skills scale]. International Online Journal of Educational Sciences, 8, 119-132.
• Berhenke A.L. (2013) Motivation, self-regulation, and learning in preschool. Doctoral thesis. University of Michigan. Bernard, M. E. (2008). The effect of You Can Do It! Education on the emotional resilience of primary school students with social, emotional, behavioral and achievement challenges. In Proceedings of the Australian Psychological Society Annual Conference (Vol. 43, pp. 36-40).
• Beyazıt, U. (2019). Okul öncesi dönemdeki çocuklarda öz düzenleme becerisi ve davranış sorunları arasındaki ilişkinin incelenmesi. Akdeniz Eğitim Araştırmaları Dergisi, 13(30), 42-57.
• Bonanno, G. A. (2005). Resilience in the face of potential trauma. Current Direction In Psychological Science, 14(3), 135-138.
• Buckner, J. C., Mezzacappa, E., & Beardslee, W. R. (2003). Characteristics of resilient youths living in poverty: The role of self-regulatory processes. Development and Psychopathology, 15(1), 139– 162.
• Büyüköztürk, Ş. (2004). Veri Analizi El Kitabı. Ankara: PegemA Yayıncılık.
• Büyüköztürk, Ş., Çakmak, E.K., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2010). Scientific research methods. Pegem.
• Calkins, S. D., & Howse, R. B. (2004). Individual differences in self-regulation: Implications for childhood adjustment. In P. Philippot & R. S. Feldman (Eds.), The regulation of emotion içinde (s. 307–332). Mahwah, NJ: Erlbaum.
• Child Trends DataBank. (2013). Child care. http://childtrendsdatabank.org/alphalist?q=node/97.14.04.222.
• Chu, P. S., Saucier, D. A., & Hafner, E. (2010). Meta-analysis of the relationships between social support and well-being in children and adolescents. Journal of Social and Clinical Psychology, 29(6), 624–645.
• Cutuli, J. J., Lafavor , T. L., Herbers , J. E., & Masten, A. S. (2008). Promoting competence and resilience in the school context. Professional School Counseling, 12(2), 76-84.
• Dan, A. (2016). “Supporting and developing self-regulatory behaviours in early childhood in young children with high levels of ımpulsive behaviour”. Contemporary Issuesi in Education Research, 9(4).189-200.
• Dereli İman, E. (2014). Değerler eğitimi programının 5-6 yaş çocukların sosyal gelişimlerine etkisi: sosyal beceri. psiko sosyal gelişim ve sosyal problem çözme becerisi. Kuram ve Uygulamalarla Eğitim Bilimleri. 14(1),247-268.
• Diener, E., & Biswas-Diener, R. (2008). Happiness: Unlocking the mysteries of psychological wealth. Blackwell Publishing. https://doi.org/10.1002/9781444305159.
• Dishion, T., & Connell, A.M. (2006). Adolescents’ resilience as a self-regulatory process. Annals of the New York Academy of Sciences 1094(1),125-38.
• Dwivedi, K. N. & Brinley Harper, P. (2004). Promoting the emotional well-being of children and adolescents and preventing their mental ill health. Jessica Kingsley Publishers.
• Ezmeci, F. (2019). Okul Öncesi öz-düzenleme programı’nın çocukların özdüzenleme, problem davranışları ve sosyal becerilerine etkisi. Yayımlanmamış Doktora tezi, Hacettepe Üniversitesi:Ankara.
• Fergus, S., & Zimmerman, M. A. (2005). Adolescent resilience: A framework for under- standing 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.
• Ford, J. D., Albert, D. B., & Hawke, J. (2008). Prevention and treatment interventions for traumatized children: Restoring children’s capacities for self-regulation. In Treating traumatized children (pp. 213-227). Routledge.
• Garmezy, N. (1993). Vulnerability and resilience. In D. C. Funder, R. D. Parke, C. Tomlinson-Keasey, & K. Widaman (Eds.), Studying lives through time: Personality and development (pp. 377 398). American Psychological Association. https://doi.org/10.1037/10127-032.
• Goldstein, S., & Brooks, R. (2013), Why study resilience? In S. Goldstein & R. Brooks (Eds.),Handbook of resilience in children (pp. 3-14). New York: Springer.
• Greeff, A. P., & Ritman, I. N. (2005). Individual characteristics associated with resilience in single parent families. Psychological Reports, 96(1), 36–42. https://doi.org/10.2466/PR0.96.1.36-42.
• Gunnestad, A. (2006). Resilience in a cross-cultural perspective: How resilience is generated in different cultures. J. Intercult Commun,11,1– 20.
• Gündoğdu, E. G.(2018). Okul öncesi eğitim kurumlarına devam eden çocukların duygusal öz düzenleme becerileriyle sosyal uyumlarının incelenmesi. Tez (Yüksek Lisans), Doğu Akdeniz Üniversitesi, Lisansüstü Eğitim, Öğretim ve Araştırma Enstitüsü, Eğitim Bilimleri Bölümü, Gazimağusa: Kuzey Kıbrıs.
• Gür, Ç. (2013). “Development of behavior values scale for children in the five-to-six-yearoldage group”, International Journal of Learning & Development,3(1), 56-72.
• Hawley, P.H. (2003). Strategies of control, aggression, and morality in preschoolers: an evolutionary perspective. J. Experimental Child Psychology, 85(2003) 213–235.
• Kaner, S.,Bayraklı, H.& Güzeller, C. O. (2011). Anne-Babaların yılmazlık algılarının bazı değişkenler açısından incelenmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 12(02), 63-83. DOI: 10.1501/Ozlegt_0000000161.
• Kapıkıran, Ş., Yaşar, M.& Kapıkıran, N.A. (2016). Benlik saygısı ile okul tükenmişliği arasındaki ilişkide öz düzenlemenin doğrudan ve dolaylı rolü. Türk Psikolojik Danışma ve Rehberlik Dergisi, 6 (45). 51 – 64. Karasar, N. (2014). Bilimsel araştırma yöntemi. (26.baskı). Ankara, Nobel Yayınevi.
• Kirby, L.D. & Fraser, M. W. (1997). Risk and resilience in childhood. (Ed: M. Fraser) Risk and resilience in childhood. Washington, DC: NASW Pres.
• Lloyd, A., McKay, R. T., & Furl, N. (2022). Individuals with adverse childhood experiences explore less and underweight reward feedback. Proceedings of the National Academy of Sciences, 119(4).
• Luthar, S. S., & Zelazo, L. B. (2003). Research on resilience: An integrative review. In S. S. Luthar (Ed.), Resilience and vulnerability: Adaptation in the context of childhood adversities (pp. 510 549). Cambridge University Press. https://doi.org/10.1017/CBO9780511615788.023.
• MacIsaac, A., Mushquash, A. R., Mohammed, S., Grassia, E., Smith, S., & Wekerle, C. (2021). Adverse childhood experiences and building resilience with the joypop app: Evaluation study. JMIR mHealth and uHealth, 9(1), e25087.1-17.
• Marbina, L. Mashford-Scott, A., Church, A, & Tayler, C. (2015). Assessment of wellbeing in early childhood education and care. Literature review. Melbourne: Victorian Curriculum and Assessment Authority.
• Masten, A. S., & Reed, M.-G. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (74–88). Oxford University Press.
• Masten, A. S., & Narayan, A. J. (2012). Child development in the context of disaster, war, and terrorism: Pathways of risk and resilience. Annual review of psychology, 63, 227-257.
• Masten, A.Gewirtz, A.(2006) Resilience in development: the importance of early childhood encyclopedia on early childhood development, centre of excellence for early childhood development,University of Minnesota, USA. https://www.child- encyclopedia.com/pdf/expert/resilience/according-experts/resilience-development-importance- early-childhood.12.03.2022.
• Mayr, T. V.& Ulich, M. (2009). Social-Emotional welll-being and resilience of children in early childhood settings- PERIK: An empirically based observation scale for practitioners. Early Years. An International Journal of Research and Development, 29(1), 45-57.
• McDougall, P. (2011). The cost and time involved in the discovery, development and authorisation of a new plant biotechnology derived trait. Crop Life International, 1-24.
• Nakashima, M. & Canda, E.R. (2005) Positive dying and resilience in later life: a qualitative study. Journal of Aging Studies, 19, 109-125.http://dx.doi.org/10.1016/j.jaging.2004.02.002.
• Newland, L. A., Lawler, M. J., Giger, J. T., Roh, S., & Carr, E. R. (2014). Predictors of children’s subjective well-being in rural communities of the united states. Child Indicators Research, 8(1), 177–198. doi:10.1007/s12187-014-9287-x
• Olson, S. L., Sameroff, A. J., Lunkenheimer, E. S., & Kerr, D. (2009). Self-regulatory processes in the development of disruptive behavior problems: The preschool-to-school transition. Biopsychosocial regulatory processes in the development of childhood behavioral problems, 13, 144-185.
• Olsson, C. A., Bond, L., Burns, J. M., Vella-Brodrick, D. A., & Sawyer, S. M. (2003). Adolescent resilience: A concept analysis. Journal of Adolescence, 26(1), 11. https://doi.org/10.1016/S0140-1971(02)00118-5.
• Özbey, S. (2017). A study on the relatıon between the value behavıour and problem solvıng skılls of the pre-school chıldren. European Journal of Education Studies, 3 (4) 1-19.
• Özbey, S. (2018a). Okul öncesi dönem çocuklarının ahlaki değer davranışları ile motivasyon düzeyleri arasındaki ilişkinin incelenmesi. Uluslararası Eğitim Bilimleri Dergisi, 16, 1–15.
• Özbey, S. (2018b). Okul öncesi dönem çocuklarında motivasyon ve öz düzenleme becerileri üzerine bir inceleme. Akademik Sosyal Araştırmalar Dergisi, 6(65), 26–47.
• Özbey, S. (2019). Okul öncesi çocuklar için sosyal duygusal iyi oluş ve psikolojik sağlamlık ölçeğinin (PERİK) geçerlik güvenirlik çalışması. OPUS Uluslararası Toplum Araştırmaları Dergisi, 10(17), 756–786.
• Özbey, S., Mercan, M., & Alisinanoğlu, F., (2018). Okul öncesi eğitim kurumlarına devam eden 48-72 aylık çocukların yaşam kalitesi ile öz düzenleme becerileri arasındaki ilişkinin incelenmesi. Eğitim ve Toplum Araştırmaları Dergisi.5, 157-173.
• Pascual, L., Rodrigues, P., & Gallardo-Pujol, D. (2013). How does morality work in the brain? functional and structural perspective of moral behavior. Frontiers in İntegrative Neuroscience,1(8)7, 65.
• Pilowsky, D. J., Zybert, P. A. ve Vlahov, D. (2004). Resilient children of injection drug users. Journal of the American Academy of Child and Adolescent Psychiatry, 43(11), 1372-1379.
• Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33.
• Polnariev, B. A. (2006). Dynamics of preschoolers self-regulation: viewed through the lens of conflict resolution strategies during peer free-play (PhD Theses).
• The City University of New York. Posner, M. I., & Rothbart, M. K. (2009). Toward a physical basis of attention and self-regulation. Physics of Life Reviews, 6(2), 103-120.
• Powell, K. M., Rahm-Knigge, R. L., & Conner, B. T. (2021). Resilience Protective Factors Checklist (RPFC): buffering childhood adversity and promoting positive outcomes. Psychological Reports, 124(4), 1437-1461.
• Schweiger, G. & Graf, G. (2015). The Well-Being of Children. Berlin: De Gruyter Open Ltd Shiner, R. L., Allen, T. A., & Masten, A. S. (2016). The prediction of changes in personality traits from childhood to adulthood from adversity in adolescence. Journal of Research in Personality,54.3–48.
• Shonkoff, J. P., & Phillips, D. A. (Eds.). (2000). From neurons to neighborhoods: The science of early childhood development. National Academy Press.
• Siegel, D. J. (2020). The developing mind: how relationships and the brain interact to shape who we are. Guilford Publications.
• Terzi, Ş. (2005). İyi olmaya ilişkin psikolojik dayanıklılık modeli. Doktora Tezi, Gazi Üniversitesi, Sosyal Bilimler Enstitüsü, Ankara.
• Terzi, Ş. (2008). Üniversite öğrencilerinde kendini toparlama gücünün içsel koruyucu faktörlerle İlişkisi. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 35 (35),297-306.
• The State of the World’s Children 2011.https://www.unicef.org/reports/stateworlds-children-2011 12.04.2022.
• Van Sanden, P., and A. Joly. 2003. Well-being and involvement as a guide in realizing good conditions for inclusive education in Nicaragua. In Involvement of children and teacher style, (ed. F. Laevers and L. Heylen) 143–71. Leuven: Leuven University Press.
• Victorian Early Years Learning and Development Framework (2016) https://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf. 01.15.2022.
• Vohs, K.D. & Baumeister, R.F. (Ed.). (2004). Handbook of the self-regulation: research theory and applications (s. 341-357). Newyork: The Guilford Press.
• Walsh F.(2020) Loss and resilience in the time of COVID-19: Meaning making, hope, and transcendence. Fam Process. 59(3):898-911. https://doi. org/10.1111/famp.12588.
• Wills, T. A., & Bantum, E. O. C. (2012). Social support, self-regulation, and resilience in two populations: General-population adolescents and adult cancer survivors. Journal of Social and Clinical Psychology, 31(6), 568-592.
• Woodlier, D. (2011). Building resilience in looked after young people: A moral values approach. British Journal of Guidance and Counselling, 39, 259–282.
• Woodward LJ, Lu Z, Morris AR.& Healey DM.(2017). Preschool self regulation predicts later mental health and educational achievement in very preterm and typically developing children. Clin Neuropsychol. 31(2),404-422. doi:10.1080/13854046.2016.1251614.
• Wringe, C. (2006). Moral education beyond the teaching of right and wrong.https://www.researchgate.net/publication/321596457_Moral_Education_Beyond_the_Teaching_of_Right_and_Wrong.12.21.2021.
• Yeşil, R., Aydın, D. (2007). Demokratik değerlerin eğitiminde yöntem ve zamanlama. Türkiye Sosyal Araştırmalar Dergisi, 11 (2), 65–84.
• Zhang, J., Wu, Y., Qu, G., Wang, L., Wu, W., Tang, X., Liu,H.,Chen,X.,Xhao,T.,Xuan,K. & Sun, Y. (2021). The relationship between psychological resilience and emotion regulation among preschool left-behind children in rural China. Psychology, Health & Medicine,26 (5), 595–606, doi:10.1080/13548506.2020.1849748.
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. Monique Boekaerts, Paul R. Pintrich & Moshe Zeidner (Ed.) Handbook of self-regulation içinde (s. 13–39). San Diego, CA: Academic Press.