Mizaç Temelli Müdahale Programının Annelerin Ebeveynlik ve Öğretmenlerin Sınıf Yönetimi Öz-Yeterlik Algıları Üzerindeki Etkileri

Yıl 2018, Cilt: 19 Sayı: 2, 425 - 445, 29.12.2018

Yalçın Özdemir , Ali Serdar Sağkal

https://doi.org/10.12984/egeefd.452181

Cited By: 2

Öz

Bu çalışmada, mizaç temelli müdahale
programının annelerin ebeveynlik ve öğretmenlerin sınıf yönetimi öz-yeterlik
algıları üzerindeki etkileri incelenmiştir. Araştırmada, yarı deneysel desen
kullanılmıştır. Toplamda 109 anne ve 60 öğretmen çalışmada katılımcı olarak yer
almıştır. Mizaç temelli müdahale programı annelere ve öğretmenlere ayrı
gruplarda uygulanmıştır. Müdahale programı toplam 10 oturumu içermiş ve her bir
oturum 90 dakika sürmüştür. Ebeveyn Rolüne İlişkin Kendilik Algısı Ölçeği
ve Öğretmen Öz-yeterlik Ölçeği veri toplama araçları olarak kullanılmıştır. Araştırmanın
hipotezlerini test etmek için tekrarlı ölçümler için tek yönlü kovaryans
analizi  (ANCOVA) uygulanmıştır. Araştırma
bulguları, deney grubundaki annelerin, kontrol grubundaki annelere göre,
ebeveynlik öz-yeterlik algılarının; deney grubundaki öğretmenlerin, kontrol
grubundaki öğretmenlere göre, sınıf yönetimi öz-yeterlik algılarının anlamlı
düzeyde arttığını göstermiştir. Sonuç olarak, annelerin ve öğretmenlerin öz-yeterlik
algıları üzerinde anlamlı etkilere sahip olduğu tespit edilen mizaç temelli
müdahale programı sahada uygulayıcılar tarafından kanıt temelli bir müdahale
programı olarak kullanılabilir. Araştırma bulguları ve uygulamaya dönük etkileri
tartışılmış, gelecek çalışmalara yönelik önerilerde bulunulmuştur. 

Anahtar Kelimeler

Mizaç, mizaç temelli müdahale programı, ebeveyn öz-yeterlik algısı, öğretmen sınıf yönetimi öz-yeterlik algısı, ebeveyn eğitimi, öğretmen eğitimi

Kaynakça

• Baker, P. H. (2005). Managing student behavior: How ready are teachers to meet the challenge? American Secondary Education, 33(3), 51-64.
• Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Worth Publishers.
• Bates, J. E. (1989). Concepts and measures of temperament. In G. A. Kohnstamm, J. E. Bates, & M. K. Rothbart (Eds.), Temperament in childhood (pp. 3-26). Oxford: John Wiley & Sons.
• Belsky, J., Bakermans-Kranenburg, M. J., & Van IJzendoorn, M. H. (2007). For better and for worse: Differential susceptibility to environmental influences. Association for Psychological Science, 16(6), 300-304. doi:10.1111/j.1467-8721.2007.00525.x
• Bradshaw, C. P., Koth, C. W., Thornton, L. A., & Leaf, P. J. (2009). Altering school climate through school-wide positive behavioral ınterventions and supports: Findings from a group-randomized effectiveness trial. Prevention Science, 10(2), 100-115. doi:10.1007/ s11121-008-0114-9.
• Briesmeister, J. M., & Schaefer, C. E. (1998). Handbook of parent training: Parents as co-therapists for children's behavior problems (2nd ed.) New York: Wiley. Cappella, E., O’Connor, E. E., McCormick, M. P., Turbeville, A. R., Collins, A. J., & McClowry, S. G. (2015). Classwide efficacy of INSIGHTS: Observed teacher practices and student behaviors in kindergarten and first grade. The Elementary School Journal, 116(2), 217-241. doi: 10.1086/683983
• Caspi, A., McClay, J., Moffitt, T. E., Mill, J., Martin, J., Craig, I. W., … Poulton, R. (2002). Role of genotype in the cycle of violence in maltreated children. Science, 297(5582), 851-854. doi: 10.1126/science.1072290
• Chess, S. & Thomas, A. (1984). Origins and evolution of behavior disorders: From infancy to early adult life. Cambridge, MA: Harvard University Press.
• Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting: The case for nature and nurture. American Psychologist, 55(2), 218-232.
• Çapa, Y., Çakıroğlu, J., & Sarıkaya, H. (2005). The development and validation of a Turkish version of teachers’ sense of efficacy scale. Education and Science, 30(137), 74-81.
• Denham, S. A. , Workman, E., Cole, P. M., Weissbrod, C., Kendriora, K. T., & Zahn-Waxler, C. (2000). Prediction of externalizing behavior problems from early to middle childhood: The role of parental socialization and emotion expression. Development and Psychopathology, 12(1), 23-45.
• Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The impact of enhancing students’social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405-432. doi: 10.1111/j.1467-8624.2010.01564.x
• Emmer, E. T., & Hickman, J. (1991). Teacher efficacy in classroom management and discipline. Educational and Psychological Measurement, 51(3), 755-765. doi:10.1177/0013164491513027
• Ersoy, Ö. ve Tezel Şahin, F. (1999). 0-6 yaş döneminde anne-baba eğitiminin önemi. Mesleki Eğitim Dergisi, 1(1), 58-62.
• Farrington, D. P., & Welsh, B. C. (2008). Saving children from a life of crime: Early risk factors and effective interventions. Oxford: Oxford University Press.
• Furlong, M., McGilloway, S., Bywater, T., Hutchings, J., Smith, S. M., & Donnelly, M. (2013). Cochrane review: Behavioural and cognitive-behavioural group-based parenting programmes for early-onset conduct problems in children aged 3 to 12 years (Review). Evidence-Based Child Health: A Cochrane Review Journal, 8(2), 318-692. doi: 10.1002/ebch.1905
• Green, S. B. & Salkind, N. J. (2005). Using SPSS for Windows and Macintosh: Analyzing and understanding data (4th ed.). Upper Saddle River, NJ: Pearson Prentice Hall.
• Green, S. B., Salkind, N. J., & Akey, T. M. (2000). Using SPSS for Windows and Macintosh: Analyzing and understanding data. New Jersey: Prentice Hall.
• Greenberg, M. T., Weissberg, R. P., O’Brien, M. U., Zins, J. E., Fredericks, L., Resnik, F., & Elias, M. J. (2003). Enhancing school-based prevention and youth development through coordinated social, emotional, and academic learning. American Psychologist, 58(6-7), 466-474.
• Guerin, D. W., Gottfried, A. W., Oliver, P. H., & Thomas, C. W. (2003). Temperament: Infancy through adolescence The Fullerton Longitudinal Study. New York: Kluwer Academic/Plenum Publishers.
• Güler, M. ve Yetim, Ü. (2008). Ebeveyn Rolüne İlişkin Kendilik Algısı Ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikoloji Yazıları, 11(22), 34-43.
• Han, S. S., & Weiss, B. (2005). Sustainability of teacher implementation of school-based mental health programs. Journal of Abnormal Child Psychology, 33(6), 665-679. doi: 10.1007/s10802-005-7646-2
• Ingersoll, R. (2003). Is there really a teacher shortage? Retrieved from https://repository.upenn.edu/cpre_researchreports/37/
• Jenkins, A., & Ueno, A. (2017). Classroom disciplinary climate in secondary schools in England: What is the real picture? British Educational Research Journal 43(1), 124-150. doi: 10.1002/berj.3255
• Jennings, P. A., & Greenberg, M. T. (2009). The prosocial classroom: Teacher social and emotional competence in relation to student and classroom outcomes. Review of Educational Research, 79(1), 491-525. doi: 10.3102/0034654308325693
• Jones, V. F., & Jones, L. S. (2004). Comprehensive classroom management, creating communities of support and solving problems (7th ed.). Boston: Allyn & Bacon.
• Kağıtçıbaşı, Ç., Bekman, S. ve Sunar, D. (1993). Başarı ailede başlar. Çok amaçlı bir eğitim modeli. İstanbul: Ya-Pa Yayınları.
• Keogh, B. K. (2003). Temperament in the classroom: Understanding individual differences. Baltimore, MD: Paul H Brookes Publishing.
• Landy, S., & Menna, R. (2006). An evaluation of a group ıntervention for parents with aggressive young children: Improvements in child functioning, maternal confidence, parenting knowledge and attitudes. Early Child Development and Care, 176(6), 605-620. doi: 10.1080/03004430500147425
• MacPhee, D., Benson, J. B., & Bullock D. (1986). Influences on maternal self-perceptions. Unpublished manuscript, Colorado State University.
• McClowry, S. G. (2003). Your child's unique temperament: Insights and strategies for responsive parenting. Champaign, IL: Research Press.
• McClowry, S. G., Rodriguez, E. T., & Koslowitz, R. (2008). Temperament-based intervention: Re-examining goodness of fit. International Journal of Developmental Science, 2(1-2), 120-135. doi: 10.3233/DEV-2008-21208
• McClowry, S. G., Snow, D. L., Tamis-LeMonda, C. S., & Rodriguez, E. T. (2010). Testing the efficacy of INSIGHTS on student disruptive behavior, classroom management, and student competence in inner city primary grades. School Mental Health, 2(1), 23-35. doi:10.1007/s12310-009-9023-8
• McCord, J., Widom, C. S., & Crowell, N. A. (2001). Juvenile crime, juvenile justice. Panel on juvenile crime: Prevention, treatment, & control. Washington, DC: National Academy Press.
• McCormick, M. P., O’Connor, E. E., Cappella, E., & McClowry, S. G. (2015). Getting a good start in school: Effects of INSIGHTS on children with high maintenance temperaments. Early Childhood Research Quarterly, 30, 128-139. doi: 10.1016/j.ecresq.2014.10.006
• McDonald, L., Moberg, D. P, Brown, R., Rodriguez- Espiricueta, I., Flores, N. I., Burke, M. P., & Coover, G. (2006). After-school multifamily groups: A randomized controlled trial involving low-income, urban, Latino children. Children & Schools, 28(1), 25-34. doi: 10.1093/cs/28.1.25
• O’Connor, E., Rodriguez, E., Cappella, E., Morris, J., & McClowry, S. (2012). Child disruptive behavior and parenting efficacy: A comparison of the effects of two models of insights. Journal of Community Psychology, 40(5), 555-572. doi: 10.1002/jcop.21482
• Ohan, J. L., Leung, D. W., & Johnston, C. (2000) The Parenting Sense of Compertence Scale: Evidence of a stable factor structure and validity. Canadian Journal of Behavioral Science, 32(4), 251-261.
• Piquero, A. R., Farrington, D. P., & Blumstein, A. (2003). The criminal career paradigm. Crime and Justice, 30, 359-506.
• Plant, K. M., Sanders, M. R. (2007). Reducing problem behavior during care-giving in families of preschool-aged children with developmental disabilities. Research in Developmental Disabilities, 28(4), 362-385. doi: 10.1016/j.ridd.2006.02.009
• Preyde, M., VanDonge, C., Carter, J., Lazure-Valconi, K., White, S., Ashbourne, G., … Cameron, G. (2015). Parents of youth in intensive mental health treatment: Associations between emotional and behavioral disorders and parental sense of competence. Child and Adolescent Social Work Journal, 32(4), 317-327. doi:10.1007/s10560-014-0375-z.
• Reinke, W. M., Stormont, M., Herman, K. C., Puri, R., & Goel, N. (2011). Supporting children’s mental health in schools: Teacher perceptions of needs, roles, and barriers. School Psychology Quarterly, 26(1), 1-13.
• Rothbart, M. K. & Bates, J. E. (2006). Temperament. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Vol. 3: Social, emotional, and personality development (6th ed., pp. 99-166). New York: Wiley.
• Rubin, K. H., Burgess, K. B., Dwyer, K. M., & Hastings, P. D. (2003). Predicting preschoolers’ externalizing problems from toddler temperament, conflict, andmaternal negativity. Developmental Psychology, 39(1), 164-176.
• Sandler, I. N., Schoenfelder, E. N., Wolchik. S. A., MacKinnon, D. P. (2011). Long-term impact of prevention programs to promote effective parenting: Lasting effects but uncertain processes. Annual Review of Psychology, 62, 299-329. doi: 10.1146/annurev.psych.121208.131619
• Seçer, Z., Gülay Ogelman, H., Önder, A. ve Berengi, S. (2012). Okul öncesi 5-6 yaş grubu çocukların akran ilişkileri ile annelerin ebeveynliğe yönelik özyeterlik algıları arasındaki ilişkinin incelenmesi. Kuram ve Uygulamada Eğitim Bilimleri, 12(3), 1993-2008.
• Shaw, D. S., Owens, E. B., Vondra, J. I., & Keenan K. (1996). Early risk factors and pathways in the development of early disruptive behavior problems. Development and Psychopathology, 8(4), 679-699. doi: 10.1017/S0954579400007367
• Sheeber, L. B., & Johnson, J. H. (1994). Evaluation of a temperament-focused, parent-training program. Journal of Clinical Child Psychology, 23(3), 249-259. doi: 10.1207/s15374424jccp2303_3
• Sheeber, L. B., & McDevitt, S. C. (1998). Temperament-focused parent training. In J. M. Briesmeister & C. E. Schaefer (Eds.), Handbook of parent training: Parents as co-therapists for children’s behavior problems (2nd ed., pp. 479–507). New York: Wiley.
• Smith, K. E., Landry, S. L., Swank, & P. R. (2000). Does the content of mothers’ verbal stimulation explain differences in children’s development of verbal and nonverbal cognitive skills? Journal of School Psychology, 38(1), 27–49. doi: 10.1016/S0022-4405(99)00035-7
• Tabachnick, B. G., & Fidell, L. S. (2007). Using multivariate statistics (5th ed.). Boston, MA: Allyn & Bacon.
• Tezel Şahin, F. ve Özbey, S. (2007). Aile eğitim programlarına baba katılımının önemi. Toplum ve Sosyal Hizmet Dergisi, 18(1), 39-48.
• Thomas, A., & Chess, S. (1986). The New York longitudinal study: From infancy to early adult life. In R. Plomin & J. Dunn (Eds.), The study of temperament: Changes, continuities, and challenges (pp. 39-52). Hillsdale, NJ: Erlbaum.
• Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: capturing an elusive construct. Teaching and Teacher Education, 17(7), 783-805. doi: 10.1016/S0742-051X(01)00036-1
• Wittkowski, A., Dowling, H., & Smith, D. M. (2016). Does engaging in a group-based intervention increase parental self-efficacy in parents of preschool children? A systematic review of the current literature. Journal of Child and Family Studies, 25(11), 3173–3191. doi:10.1007/s10826-016-0464-z
• Woolfolk-Hoy, A., & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343-356. doi: 10.1016/j.tate.2005.01.007
• Zembat, R. ve Polat Unutkan, Ö. (2000). 5-6 yaş grubu aile katılımlı sosyalleşme programı. Çocuk Gelişimi ve Eğitimi Dergisi, 1(2), 28-36.