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4–6 Yaş Aralığındaki Çocukların Bağlanma Stillerinin ve Duygu Düzenleme Becerilerinin İncelenmesi

Yıl 2020, Cilt: 1 Sayı: 2, 57 - 73, 15.12.2020

Öz

Bu araştırmanın amacı, 4-6 yaş aralığındaki çocukların bağlanma stilleri ile duygu düzenleme becerilerini karşılaştırmaktır. Araştırmanın çalışma grubunu, 4-6 yaş aralığındaki çocuklardan okul öncesine devam edenler oluşturmaktadır. İstanbul’da bulunan özel ve devlet okullarından 60 okul öncesi çağındaki çocuk çalışmaya alınmıştır. Araştırmanın tüm verileri Sosyodemografik Özellikler ve Bilgi Formu, Okul Öncesi Öz Düzenleme Ölçeği ve Güvenli Yer Senaryoları Testi ile toplanmıştır. Verilerin analizinde Güvenli Bağlanma Düzeyi ve Duygu Düzenleme Becerisi arasındaki ilişkiyi ölçmek için Pearson analizi, duygu düzenleme becerileri ve bağlanma stilleri arasındaki farklılıkları test etmek için Bağımsız Örneklem T testi analizi uygulanmıştır. Araştırma sonucuna göre Güvenli Bağlanma Düzeyi ile Duygu Düzenleme Becerisi arasında pozitif yönde anlamlı bir ilişki bulunmuştur (p<.01). Buna ek olarak güvenli ve güvensiz bağlanma sınıflamasında elde edilen bulgulara göre güvenli bağlanan çocukların (N=30), güvensiz bağlanan çocuklara (N=30) göre duygu düzenleme becerilerinin daha gelişmiş olduğu bulunmuştur (t (45.61) =6.33, p<.001). Yine güvenli bağlanan çocukların dikkat/dürtü kontrolü güvensiz bağlanan çocuklara göre daha yüksek bulunmuştur (t (58) =6.33, p<.001). Bu çalışmadan elde edilen sonuçlar, çocuk ile bakım veren arasındaki bağlanma stilinin, çocukların duygu düzenleme becerileri üzerine önemli bir faktör olduğunu vurgulamaktadır.

Kaynakça

  • Ackerman, J. P., ve Dozier, M. (2005). The influence of foster parent investment on children’s representations of self and attachment figures. Applied Developmental Psychology, 26, 507–520. Booth-LaForce, C., Oh, W., Kim, A. H., Rubin, K. H., Rose. doi:10. 1016/j.appdev.2005.06.003.
  • Ainsworth, M. D. S. (1989). Attachments Beyond İnfancy. American Psychologist, 44, 709-716.
  • Barrett, F., Gross J., Christensen, T. & Benvenuto, M. (2001 ). Knowing what you're feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition & Emotion, 15(6), 713-724.
  • Bowlby, J. (1969). Attachment and Loss: Vol.I. Attachment. New York: Basic Books.
  • Bowlby, J. (1973). Attachment and loss: Vol. 2. Separation: Anxiety and anger. New York: Basic Books.
  • Bowlby, J. (1982). Attachment and loss: retrospect and prospect. American journal of Orthopsychiatry, 52(4), 664.
  • Bretherton, I., Ridgeway, D., & Cassidy, J. (1990). Assessing internal working models of the attachment relationship: An attachment story completion task for 3-year-olds. In M. T. Greenberg, D. Cicchetti, & E. M. Cummings (Eds.), The John D. and Catherine T. MacArthur Foundation series on mental health and development. Attachment in the preschool years: Theory, research, and intervention. U.S.A.: University of Chicago Press.
  • Bronson, M. B., (2000). Self-regulation in early childhood: Nature and nurture. New York, NY: Guilford Press.
  • Brumariu, L. E. (2015). Parent–child attachment and emotion regulation. In G. Bosmans, ve K. A. Kerns (Ed.), New Directions For Child And Adolescent Development, Vol. (148), 31–45. Hoboken, NJ: Wiley.
  • Buhrmester, D.(2009). Methods and measures: The network of relationships inventory: Behavioral systems version. International Journal of Behavioral Development, 33, 470-478.
  • Calkins, S. D. ve Hill, A. (2007). Caregiver influences on emerging emotion regulation. In J. Gross (Ed.) Handbook of emotion regulation, 229-248. London: Guilford Press.
  • Campos J. J., Campos R. G. ve Barrett K. C. (1989). Emergent themes in the study of emotional development and emotion regulation. Developmental Psychology, Vol 25(3), 394-402.
  • Contreras, J. M., Kerns, K. A., Weimer, B. L., Gentzler, A. L. ve Tomich, P. L. (2000). Emotion regulation as a mediator of associations between mother–child attachment and peer relationships in middle childhood. Journal of Family Psychology, 14(1), 111-124.
  • Dodge, K. A. ve Garber, J. (1991). Domains of emotion regulation.. J. Garberand ve K. A. Dodge (Ed.). In The Development of emotion regulation and dysregulation, 3-14. England: Cambridge University Press.
  • Farb, N. A. S., Anderson, A. K., Irving, J. A., & Segal, Z. V. (2014). Mindfulness interventions and emotion regulation. In J. J. Gross (Ed.), Handbook of emotion regulation. New York: The Guilford Press. 548-567.
  • Fındık-Tanrıbuyurdu, E. (2012). Okul öncesi öz düzenleme ölçeği geçerlik ve güvenirlik çalışması (Yayınlanmış Yüksek lisans Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Furman, W., Simon, V. A., Shaffer, L. ve Bouchey, H. A. (2002). Adolescents’ working models and styles for relationships with parents, friends, and romantic partners. Child Development, 73 (1), 241-255.
  • Garnefski, N., Kraaij, V. ve Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30:1311-1327.
  • Goodall, K., Trejnowska, A. ve Darling, S. (2012). The relationship between dispositional mindfulness, attachment security and emotion regulation. Personality and Individual Differences, 52(5), 622-626.
  • Gökçe, G. (2013). Ebeveynin duygusal erişilebilirliği ve genel psikolojik sağlık: duygu düzenleme, kişilerarası ilişki tarzı ve sosyal desteğin rolü (Yayınlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi, Ankara.
  • Granot, D. ve Mayseless, O. (2001). Attachment security and adjustment to school in middle childhood. International Journal of Behavioral Development, 25, 530- 541.
  • Gross, J.J. ve Jazaieri, H. (2014). Emotion, emotion regulation, and psychopathology: an affective science perspective. Clinical Psychological Science Special Series, Vol. 2(4) 387–401.
  • Gross, J. J. ve Thompson, R. A. (2006). Emotion regulation: Conceptual foundations. J. J. Gross (Ed.). Handbook of emotion regulation, 3-25. New York: The Guillford Press.
  • Jacobson, J. L., ve Wille, D. E. (1986). The influence of attachment pattern on developmental changes in peer interaction from the toddler to the preschool period. Child Development, 57(2), 338-347.
  • Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of child psychology and psychiatry, 51(6), 706-716.
  • Kullik, A. ve Petermann, F. (2013). Attachment to parents and peers as a risk factor for adolescent depressive disorders: the mediating role of emotion regulation. Child Psychiatry & Human Development, 44(4), 537-548.
  • Mikulincer, M., Shaver, P. R., & Pereg, D. (2003). Attachment theory and affect regulation: The dynamics, development, and cognitive consequences of attachment-related strategies. Motivation and emotion, 27(2), 77-102.
  • Nakash-Eisikovits O, Dutra L, Westen D. (2000). Relationship between attachment patterns and personality pathology in adolescents. J Am Acad Child Adolesc Psychiatry, 41(1111-1123).
  • Özgün, Ö. (2013). Ebeveynlik ile ilgili kuramlar ve araştırmalar, Z. F. Temel (Ed.). Aile Eğitimi ve Erken Çocukluk Eğitiminde Aile Katılım Çalışmaları, 72-109. 2. Baskı, Ankara: Anı Yayıncılık.
  • Premo, J. E. & Kiel, E.L. (2014). The effect of toddler emotion regulation on maternal emotion socialization: moderation by toddler gender. American Psychological Association, 14(4), 782-793.
  • Roque, L., Veríssimo, M., Fernandes, M., & Rebelo, A. (2013). Emotion regulation and attachment: Relationships with children's secure base, during different situational and social contexts in naturalistic settings. Infant behavior and development, 36(3), 298-306.
  • Rubin, K. H., Coplan, R. J., Fox, N. A., ve Calkins, S. D. (1995). Emotionality, emotion regulation, and preschoolers' social adaptation. Development and Psychopathology, 7, 49-62.
  • Schore, A. N. (2001). Effects of a secure attachment relationship on right brain development, affect regulation and infant mental health. Infant Mental Health Journal, 22(1-2), 7-66.
  • Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187.
  • Suchodoletz, A., Trommsdorff, G., Heikamp, T., Wieber, F. ve Gollwitzer, P. M., (2009). Transition to school: The role of kindergarten children’s behavior regulation. Learning and Individual Differences, 19, 561-566.
  • Şahin, G. (2015). Okul öncesi çocukların yürütücü işlevlerinin ve duygu düzenleme becerilerinin bağlanma örüntüleri açısından incelenmesi (Doctoral dissertation, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü).
  • Thompson, R. A. (1994). Emotion regulation: a theme in search of definition: the development of emotion regulation and dysregulation: biological and behavioral aspects. Monograps of the Society for Research in Child Development, 59, 25-52.
  • Thompson, R. A., & Meyer, S. (2007). Socialization of Emotion Regulation in the Family. In J. J. Gross (Ed.), Handbook of emotion regulation (p. 249–268). The Guilford Press.
  • Turner, P. J. (1991). Relations between attachment, gender, and behavior with peers in preschool. Child development, 62(6), 1475-1488.
  • Ural, O., Güven, G., Sezer, T., Efe-Azkeskin, K. ve Yılmaz, E. (2015). Okul öncesi dönemdeki çocukların bağlanma biçimleri ile sosyal yetkinlik ve duygu düzenleme becerileri arasındaki ilişkinin incelenmesi. Hacettepe University Faculty of Health Sciences Journal, 11, 589-598.
  • Uluç, S. (2005). Okul Öncesi Çocuklarda Benliğe İlişkin İnançlar, Kişilerarası Şemalar ve Bağlanma İlişkisinin Temsilleri Arasındaki İlişki: Ebeveynlerin Kişilerarası Şemalarının ve Bağlanma Modellerinin Etkisi. Yayınlanmamış Doktora Tezi, Ankara: Hacettepe Üniversitesi.
  • Uluç, S. ve Öktem. F. (2010). Okul öncesi çocuklarda güvenli yer senaryoları ve kişilerarası beklentiler arasındaki ilişkiler. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 17/3,139-147.
  • Young, J. E., Klosko, J. S. ve Weishaar, M. E. (2003). Schema therapy: Apractitioner’s guide. New York: The Guilford Press.

An Examination on Emotion Regulation and Attachment Patterns of Children Aged Between 4-6 Years Old

Yıl 2020, Cilt: 1 Sayı: 2, 57 - 73, 15.12.2020

Öz

The aim of this study is to examine the emotion regulation and attachment patterns of children aged between four to six years old. The sample of the present study consisted of randomly chosen 38 girls and 22 boys, 60 children in total, between the ages of 4-6 years from private and public schools, in Istanbul. All data were collected by applying Sociodemographic Characteristics and Information Forms, Preschool Self Regulation Assessment-PSRA in Turkish context and Safe Place Scenarios Test. Data were analyzed using the Pearson Correlation and Independent T-Test. Results indicated that there was a significant positive correlation between Secure Attachment Level and Emotion Regulation Skill (p<.01). In addition, according to the findings obtained from the classification of secure and insecure attachment, it was found that children (N=30) with secure attachment patterns had more advanced emotion regulation skills than the children (N=30) who had insecure attachment patterns (t (45.61) =6.33, p<.001). Again, the attention/impulse control of children with a secure attachment patterns were found to be higher than the children with insecure attachment patterns (t (58) = 6.33, p<.001). The results support the knowledge that the attachment style between the child and the caregiver in the literature is an important factor in emotion regulation. Keywords: emotion regulation, preschool, attachment styles, safe location scenarios, self regulation.

Kaynakça

  • Ackerman, J. P., ve Dozier, M. (2005). The influence of foster parent investment on children’s representations of self and attachment figures. Applied Developmental Psychology, 26, 507–520. Booth-LaForce, C., Oh, W., Kim, A. H., Rubin, K. H., Rose. doi:10. 1016/j.appdev.2005.06.003.
  • Ainsworth, M. D. S. (1989). Attachments Beyond İnfancy. American Psychologist, 44, 709-716.
  • Barrett, F., Gross J., Christensen, T. & Benvenuto, M. (2001 ). Knowing what you're feeling and knowing what to do about it: Mapping the relation between emotion differentiation and emotion regulation. Cognition & Emotion, 15(6), 713-724.
  • Bowlby, J. (1969). Attachment and Loss: Vol.I. Attachment. New York: Basic Books.
  • Bowlby, J. (1973). Attachment and loss: Vol. 2. Separation: Anxiety and anger. New York: Basic Books.
  • Bowlby, J. (1982). Attachment and loss: retrospect and prospect. American journal of Orthopsychiatry, 52(4), 664.
  • Bretherton, I., Ridgeway, D., & Cassidy, J. (1990). Assessing internal working models of the attachment relationship: An attachment story completion task for 3-year-olds. In M. T. Greenberg, D. Cicchetti, & E. M. Cummings (Eds.), The John D. and Catherine T. MacArthur Foundation series on mental health and development. Attachment in the preschool years: Theory, research, and intervention. U.S.A.: University of Chicago Press.
  • Bronson, M. B., (2000). Self-regulation in early childhood: Nature and nurture. New York, NY: Guilford Press.
  • Brumariu, L. E. (2015). Parent–child attachment and emotion regulation. In G. Bosmans, ve K. A. Kerns (Ed.), New Directions For Child And Adolescent Development, Vol. (148), 31–45. Hoboken, NJ: Wiley.
  • Buhrmester, D.(2009). Methods and measures: The network of relationships inventory: Behavioral systems version. International Journal of Behavioral Development, 33, 470-478.
  • Calkins, S. D. ve Hill, A. (2007). Caregiver influences on emerging emotion regulation. In J. Gross (Ed.) Handbook of emotion regulation, 229-248. London: Guilford Press.
  • Campos J. J., Campos R. G. ve Barrett K. C. (1989). Emergent themes in the study of emotional development and emotion regulation. Developmental Psychology, Vol 25(3), 394-402.
  • Contreras, J. M., Kerns, K. A., Weimer, B. L., Gentzler, A. L. ve Tomich, P. L. (2000). Emotion regulation as a mediator of associations between mother–child attachment and peer relationships in middle childhood. Journal of Family Psychology, 14(1), 111-124.
  • Dodge, K. A. ve Garber, J. (1991). Domains of emotion regulation.. J. Garberand ve K. A. Dodge (Ed.). In The Development of emotion regulation and dysregulation, 3-14. England: Cambridge University Press.
  • Farb, N. A. S., Anderson, A. K., Irving, J. A., & Segal, Z. V. (2014). Mindfulness interventions and emotion regulation. In J. J. Gross (Ed.), Handbook of emotion regulation. New York: The Guilford Press. 548-567.
  • Fındık-Tanrıbuyurdu, E. (2012). Okul öncesi öz düzenleme ölçeği geçerlik ve güvenirlik çalışması (Yayınlanmış Yüksek lisans Tezi). Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü, Ankara.
  • Furman, W., Simon, V. A., Shaffer, L. ve Bouchey, H. A. (2002). Adolescents’ working models and styles for relationships with parents, friends, and romantic partners. Child Development, 73 (1), 241-255.
  • Garnefski, N., Kraaij, V. ve Spinhoven, P. (2001). Negative life events, cognitive emotion regulation and emotional problems. Personality and Individual Differences, 30:1311-1327.
  • Goodall, K., Trejnowska, A. ve Darling, S. (2012). The relationship between dispositional mindfulness, attachment security and emotion regulation. Personality and Individual Differences, 52(5), 622-626.
  • Gökçe, G. (2013). Ebeveynin duygusal erişilebilirliği ve genel psikolojik sağlık: duygu düzenleme, kişilerarası ilişki tarzı ve sosyal desteğin rolü (Yayınlanmamış Yüksek Lisans Tezi). Ankara Üniversitesi, Ankara.
  • Granot, D. ve Mayseless, O. (2001). Attachment security and adjustment to school in middle childhood. International Journal of Behavioral Development, 25, 530- 541.
  • Gross, J.J. ve Jazaieri, H. (2014). Emotion, emotion regulation, and psychopathology: an affective science perspective. Clinical Psychological Science Special Series, Vol. 2(4) 387–401.
  • Gross, J. J. ve Thompson, R. A. (2006). Emotion regulation: Conceptual foundations. J. J. Gross (Ed.). Handbook of emotion regulation, 3-25. New York: The Guillford Press.
  • Jacobson, J. L., ve Wille, D. E. (1986). The influence of attachment pattern on developmental changes in peer interaction from the toddler to the preschool period. Child Development, 57(2), 338-347.
  • Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of child psychology and psychiatry, 51(6), 706-716.
  • Kullik, A. ve Petermann, F. (2013). Attachment to parents and peers as a risk factor for adolescent depressive disorders: the mediating role of emotion regulation. Child Psychiatry & Human Development, 44(4), 537-548.
  • Mikulincer, M., Shaver, P. R., & Pereg, D. (2003). Attachment theory and affect regulation: The dynamics, development, and cognitive consequences of attachment-related strategies. Motivation and emotion, 27(2), 77-102.
  • Nakash-Eisikovits O, Dutra L, Westen D. (2000). Relationship between attachment patterns and personality pathology in adolescents. J Am Acad Child Adolesc Psychiatry, 41(1111-1123).
  • Özgün, Ö. (2013). Ebeveynlik ile ilgili kuramlar ve araştırmalar, Z. F. Temel (Ed.). Aile Eğitimi ve Erken Çocukluk Eğitiminde Aile Katılım Çalışmaları, 72-109. 2. Baskı, Ankara: Anı Yayıncılık.
  • Premo, J. E. & Kiel, E.L. (2014). The effect of toddler emotion regulation on maternal emotion socialization: moderation by toddler gender. American Psychological Association, 14(4), 782-793.
  • Roque, L., Veríssimo, M., Fernandes, M., & Rebelo, A. (2013). Emotion regulation and attachment: Relationships with children's secure base, during different situational and social contexts in naturalistic settings. Infant behavior and development, 36(3), 298-306.
  • Rubin, K. H., Coplan, R. J., Fox, N. A., ve Calkins, S. D. (1995). Emotionality, emotion regulation, and preschoolers' social adaptation. Development and Psychopathology, 7, 49-62.
  • Schore, A. N. (2001). Effects of a secure attachment relationship on right brain development, affect regulation and infant mental health. Infant Mental Health Journal, 22(1-2), 7-66.
  • Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of the Preschool Self-regulation Assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22(2), 173-187.
  • Suchodoletz, A., Trommsdorff, G., Heikamp, T., Wieber, F. ve Gollwitzer, P. M., (2009). Transition to school: The role of kindergarten children’s behavior regulation. Learning and Individual Differences, 19, 561-566.
  • Şahin, G. (2015). Okul öncesi çocukların yürütücü işlevlerinin ve duygu düzenleme becerilerinin bağlanma örüntüleri açısından incelenmesi (Doctoral dissertation, Selçuk Üniversitesi Sosyal Bilimler Enstitüsü).
  • Thompson, R. A. (1994). Emotion regulation: a theme in search of definition: the development of emotion regulation and dysregulation: biological and behavioral aspects. Monograps of the Society for Research in Child Development, 59, 25-52.
  • Thompson, R. A., & Meyer, S. (2007). Socialization of Emotion Regulation in the Family. In J. J. Gross (Ed.), Handbook of emotion regulation (p. 249–268). The Guilford Press.
  • Turner, P. J. (1991). Relations between attachment, gender, and behavior with peers in preschool. Child development, 62(6), 1475-1488.
  • Ural, O., Güven, G., Sezer, T., Efe-Azkeskin, K. ve Yılmaz, E. (2015). Okul öncesi dönemdeki çocukların bağlanma biçimleri ile sosyal yetkinlik ve duygu düzenleme becerileri arasındaki ilişkinin incelenmesi. Hacettepe University Faculty of Health Sciences Journal, 11, 589-598.
  • Uluç, S. (2005). Okul Öncesi Çocuklarda Benliğe İlişkin İnançlar, Kişilerarası Şemalar ve Bağlanma İlişkisinin Temsilleri Arasındaki İlişki: Ebeveynlerin Kişilerarası Şemalarının ve Bağlanma Modellerinin Etkisi. Yayınlanmamış Doktora Tezi, Ankara: Hacettepe Üniversitesi.
  • Uluç, S. ve Öktem. F. (2010). Okul öncesi çocuklarda güvenli yer senaryoları ve kişilerarası beklentiler arasındaki ilişkiler. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 17/3,139-147.
  • Young, J. E., Klosko, J. S. ve Weishaar, M. E. (2003). Schema therapy: Apractitioner’s guide. New York: The Guilford Press.
Toplam 43 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Aile ve Hanehalkı Çalışmaları, Psikoloji
Bölüm Araştırma Makaleleri
Yazarlar

Leyla Burçe Tulpar 0000-0002-4969-3595

Zekeriya Deniz Aktan 0000-0003-1757-2024

Eda Yardımcı 0000-0002-0645-9563

Yayımlanma Tarihi 15 Aralık 2020
Gönderilme Tarihi 22 Eylül 2020
Kabul Tarihi 5 Kasım 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 1 Sayı: 2

Kaynak Göster

APA Tulpar, L. B., Aktan, Z. D., & Yardımcı, E. (2020). 4–6 Yaş Aralığındaki Çocukların Bağlanma Stillerinin ve Duygu Düzenleme Becerilerinin İncelenmesi. Gelişim Ve Psikoloji Dergisi, 1(2), 57-73.

Gelişim ve Psikoloji Dergisi (GPD) (Journal of Development and Psychology (JODAP)) yılda iki kez yayınlanan uluslararası hakemli ve akademik bir dergidir. e-ISSN 2717-7858