Investigation of Predictive Effects of Emotion Understanding on Social Competence and Behavior in Preschool Period

Öz

The purpose of this study is to examine the predictive effect of preschooler's emotion understanding on social competence and internalized and externalized behaviors. A total of 95 children, 42 boys and 53 girls, attended the preschools in Üsküdar district of Istanbul Province. The Affect Knowledge Test and Social Competence and Behavior Evaluation Scale were used in the study. The analysis of the data was performed using multivariate multiple regression analysis. When the results of the t-test on the significance of the regression coefficients obtained as the result of the analysis are examined, it can be concluded that emotion understanding predicted the social competence such as seeking solutions to cooperation and disagreements that children have with their peers, it was also understood that emotion understanding did not predict the anger-aggression and anxiety-withdrawal subscales of Social Competence and Behavior Evaluation Scale.

Anahtar Kelimeler

• Emotion understanding,social competence,behavior,preschool period

Okul Öncesi Dönemde Duygu Anlamanın Sosyal Yetkinlik ve Davranış Üzerindeki Yordayıcı Etkisinin İncelenmesi

Öz

Bu araştırmanın amacı okul öncesi dönemde çocukların duygu anlama becerisinin sosyal yetkinlik, içselleştirilmiş ve dışsallaştırılmış davranışlar üzerindeki yordayıcı etkisini incelemektir.  Araştırmaya, İstanbul iline bağlı Üsküdar ilçesindeki okul öncesi eğitim kurumlarına devam eden 42 erkek ve 53 kız çocuk olmak üzere toplam 95 çocuk katılmıştır. Araştırmada Duygu Anlama Testi ve Sosyal Yetkinlik ve Davranış Değerlendirme Ölçeği kullanılmıştır. Verilerin analizi çok değişkenli çoklu regresyon analizi kullanılarak gerçekleştirilmiştir. Analiz sonucunda elde edilen regresyon katsayılarının anlamlılığına ilişkin t-testi sonuçları incelendiğinde; çocukların duygu anlama becerisinin sosyal yetkinlik ve davranış değerlendirme ölçeğinde yer alan işbirliği ve anlaşmazlıklara çözüm yolları aramak gibi olumlu özellikleri ölçen sosyal yetkinlik alt ölçeğini anlamlı olarak yordadığı anlaşılmıştır. Duygu anlama becerisinin Sosyal Yetkinlik ve Davranış Değerlendirme Ölçeğinin kızgınlık-saldırganlık ve anksiyete-içedönüklük alt ölçeklerini ise yordamadığı belirlenmiştir.

Anahtar Kelimeler

• duyguları anlama,sosyal yetkinlik,davranış,okul öncesi dönem

Kaynakça

1. Albanese O., De Stasio S., Di Chiacchio C., Fiorilli C., & Pons F. (2010). Emotion comprehension: The impact of nonverbal intelligence. The Journal of Genetic Psychology, 171(2), 101-115.
2. Belacchi, C., & Farina, E. (2010). Prosocial/hostile roles and emotion comprehension in preschoolers. Agresssive Behavior, 36(6), 371-89.
3. Bender, P. K., Pons, F., Harris, P. L., Esbjorn, B. H., & Reinholdt-Dunne, M. L. (2015). Emotion understanding in clinically anxious children: a preliminary investigation. Frontiers in Psychology. 6, 1-10. doi: 10.3389/fpsyg.2015. 01916
4. Bub, K. L., McCartney, K., & Willett, J. B. (2007). Behavior problem trajectories and first-grade cognitive ability and achievement skills: A latent growth curve analysis. Journal of Educational Psychology, 99(3), 653-670.
5. Bozkurt, E., ve Kabadayı, A. (2017). Okul öncesi çocuklarının duygu anlama becerisi ile sosyal yetkinlik düzeyleri arasındaki ilişkinin incelenmesi. 5. Uluslararası Okul Öncesi Eğitimi Kongresi Bildiri Kitabı.
6. Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., ve Demirel, F. (2008). Bilimsel araştırma yöntemleri. Ankara: Pegem Akademi.
7. Campbell, S. B. (2002). Behavior problems in preschool children: Clinical and developmental issues. New York: Guilford.
8. Campos, J., Frankel, C., & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75(2), 377–394.

9. Chen, D., Killen, M., Fein, G. G., & Tam, H. (2001). Peer conflicts of preschool children: ıssues, resolution, incidence, and age-related patterns. Early Education and Development, 12(4), 523-544.
10. Colwell, M. J., & Hart, S. (2006). Emotion framing: does it relate to children’s emotion knowledge and social behavior?. Early Child Development and Care, 176(6), 591-603.
11. Denham, S. A. (1986). Social cognition, prosocial behavior and emotions in preschoolers: Contextual validation. Child Development, 57(1), 194-201.
12. Denham, S. A. (1998). Emotional Development in Young Children. The Guilford Series on Social and Emotional Development. New York: Guilford.
13. Denham, S. A., & Burton, R. (2003). Social and emotional prevention and intervention programming for preschoolers. New York: Kluwer-Plenum.
14. Denham, S. A., & Couchoud, E. A. (1990). Young preschoolers’ understanding of emotion. Child Study Journal, 20(3), 171-192.
15. Denham, S. A., Mitchell-Copeland, J., Strandberg, K. Auerbach, K. S., & Blair, K. (1997). Parental contributions to preschoolers’ emotional competence: Direct and indirect effects. Motivation and emotion, 21(1), 65-86.
16. Denham, S. A., Caverly, S., Schmidt, M., Blair, K., Demulder, E., & Caal, S., et al. (2002). Preschool understanding of emotions: contributions to classroom anger and aggression. Journal of Child Psychology and Psychiatry, 43(7), 901–916.
17. Dunn, J., Bretherton, I., & Munn, P. (1987). Conversations about feeling states between mothers and their young children. Developmental Psychology, 23(1), 132-139.
18. Eisenberg, N., Cumberland, A., & Spinrad, T. L. (1998). Parental socialization of emotion. Psychological Inquiry, 9(4), 241–273.
19. Franco, M, D ,G., Beja, M. J., Candeias, A., & Santos, N. (2017). Emotion understanding, social competence and school achievement in children from primary school in Portugal. Frontiers in Psychology, 8, 1-15.
20. Garner, P. W., Jones, D. C., & Miner, J. L. (1994). Social competence among low-income Preschoolers: Emotion socialization practices and social cognitive correlates. Child Development, 65(2), 662-637.
21. Göbel, A., Henning, A., Möller, C., & Aschersleben, G. (2016). The Relationship between Emotion Comprehension and Internalizing and Externalizing Behavior in 7- to 10-Year-Old Children. Fronties in Psychology, 7, 1-11.
22. Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84–108.
23. Harris, P. L. (1989). Understanding emotion and experiencing emotion. In C. Saarni (Ed.), Children’s understanding of emotion (pp. 241–258). Cambridge: Cambridge University Press.
24. Hartung, J., & Knapp, G. (2005). Multivariate Multiple Regression. In B. S. Everitt & D. C. Howell (Eds.), Encyclopedia of Statistics in Behavioral Science. doi:10.1002/0470013192.bsa432.
25. Ihle, W., & Esser,G.(2002). Epidemiologie psychischer störungen im kindes-und jugendalter: Prävalenz, verlauf, komorbidität und geschlecht sunterschiede. Psychologische Rundschau, 53, 159–169. doi: 10.1026//003 3-3042.53.4.159.
26. Kalaycı, Ş. (2008). SPSS uygulamalı çok değişkenli istatistik teknikleri. Ankara: Asil Yayınevi.
27. Kılıç, Ş. (2012). 48-72 aylık çocukların duyguları anlama becerisi ve annelerin duyguları sosyalleştirme davranışları arasındaki ilişki. Yayınlanmamış Doktora Tezi, Gazi Üniversitesi, Ankara.
28. Kılıç, Ş., ve Güngör Aytar, A. (2016). Emotion understanding of Turkish preschoolers and maternal emotional socialization. Journal of Human Sciences, 13(1), 2102-2111.
29. Koçyiğit, S., Yılmaz, E., ve Sezer, T. (2015). 60-72 aylık çocukların sosyal yetkinlik ve duygu düzenleme becerileri ile oyun becerileri arasındaki ilişkinin incelenmesi. Hasan Ali Yücel Eğitim Fakültesi Dergisi, 12(1) ,23, 209-218.
30. Kuyucu, Y. (2012). Duyguları anlama becerileri farklı düzeydeki çocukların (60-72 ay) akranlarına karşı gösterdikleri duygusal ve davranışsal tepkilerinin incelenmesi, Selçuk Üniversitesi Yayınlanmamış Yüksek Lisans Tezi, Konya.
31. Lewis, M. (2000). The emergence of human emotions. In J. M. Haviland-Jones (Ed.), Handbook of Emotions (2nd. Ed.). New York: Guilford Press.
32. Leerkes, E. M, Paradise, M., O’Brien M., & Calkins, S. D, & Lange G. (2008) Emotion and cognition processes in preschool children. Merrill-Palmer Quarterly, 54(1), 102–124.
33. Martins, E. C., Osorio, A., Verissimo, M., & Martins, C. (2016). Emotion understanding in preschool children: The role of executive functions. International Journal of Behavioral Development, 40(1),1-10.
34. Meerum, T. M. (1990). Disordered children's acknowledgement of multiple emotions. Journal of General Psychology, 117, 59-69.
35. Parke, R. D. (1994). Progress, paradigms, and unresolved problems: a commentary on recent advances in our understanding of children’s emotions. Merrill-Palmer Quartely, 40(1), 157-169.
36. Parker, J. G., Rubin, K. H., Price, J. M., & DeRosier, M. E. (1995). Peer relationships, child development, and adjustment: A developmental psychopathology perspective. In D. Cicchetti & D. J. Cohen (Eds.), Developmental psychopathology. Vol. II: Risk, disorder and adaptation (pp. 96–161). New York: Wiley
37. Pihlakoski, L., Sourander, A., Aromaa, M., Rautava, P., Helenius, H., & Sillanpaa, M. (2006). The continuity of psychopathology from early childhood to preadolescence. European Child and Adolescent Psychiatry, 15(7), 409-417.
38. Rose-Krasnor, L. (1997). A nature of social competence: a theoretical review. Social Development, 6(1), 111-135.
39. Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon, R. M. Lerner (Series Eds.), & N. Eisenberg (Eds.), Handbook of Child Psychology: Vol. 3. Social, Emotional, and Personality Development (6th ed., pp. 571-645). Hoboken, NJ: Wiley.
40. Rubin, K. H., & Rose-Krasnor, L. (1992). Interpersonal problem solving and social competence in children. In V.B. van Hasselt & M. Hersen (Eds.), Handbook of Social Development: A Lifepsan Perspective. New York: Plenum.
41. Santrock, J. W. (2001). Adolescence (8th ed.). New York: McGraw-Hill.
42. Sheridan, S., M., Knochee, L. L., Edwards, C. P., Bovaird, J. A., & Kupzyk, K. A. (2010). Parent engagement and school readiness: Effects of the getting ready ıntervention on preschool children's social-emotional competencies. Early Educational Development, 1(21),125-156.
43. Shields, A., Dickstein, S., Seifer, E., Guisti, R., Mage, K., D, & Spritz, B. (2001). Emotional competence and early school adjustment: A study of preschoolers at risk. Early Education and Development, 12(1), 73-96.
44. Southam-Gerow, M. A., & Kendall, P.C. (2002). Emotion regulation and understanding: Implications for child psychopathology and therapy. Clinical Psychology Review, 22(2),189-222.
45. Quinn, M., & Hennesy, E. (2010). Peer Relationships Across the Preschool to School Transition. Early Education and Development, 21(6),825-842.
46. Tangjuang, P., & Siripanich, P. (2014). Outlier detection for multivariate multiple regression in Y-direction. Journal of Applied Sciences, 14(20), 2507-2515.
47. Trentacosta, C. J., & Fine., S. E. (2010). Emotion Knowledge, Social Competence, and Behavior Problems in Childhood and Adolescence: A Meta-Analytic Review. Social Development, 19(1), 1-29.
48. Waters, E., & Sroufe, L. A. (1983). Social competence as a developmental construct. Developmental Review, 3(1), 79–97.