Coping with Peer Pressure and Social Emotional Well-Being in Preschool Children

Yıl 2024, Cilt: 6 Sayı: 2, 191 - 203, 24.09.2024

Hülya Gülay Ogelman , Döne Kahveci

https://doi.org/10.47806/ijesacademic.1409535

Öz

The aim of this study is to investigate the social emotional well being of preschool children's in terms of coping skills with peer pressure. A relational screening method was used in this study. The sample group included 202 children aged 4-6 years. Personal Information Form, Social Skill Assessment Scale with the sub-dimension of coping skills with peer pressure, and social emotional well-being and resilience scale (PERIK) used as data collection tools. According to the findings of the research, it was determined that there was a positive correlation between skill level to coping with peer pressure and making contact/social performance, self-control/thoughtfulness, self-assertiveness, emotional stability/coping with stress, task orientation, pleasure in exploring. As the skill level of coping with peer pressure increases, the levels of the variables related to social emotional well-being and psychological resilience increase. As the level of skill coping with peer pressure descrease. It is seen a descrease in related variables. In addition, the perception of peer pressure coping skills predict making contact/social performance, self-control/ thoughtfulness, self-assertiveness, emotional stability/coping with stress, task orientation, pleasure in exploring significantly. The variables of coping skills with peer pressure which was the most predicted by social emotional well-being and psychological resilience were self-assertiveness and making contact/social performance, and the least predicted variable was responsibility task orientation.

Anahtar Kelimeler

peer pressure, social emotional well being, preschool period, peer relationships

Kaynakça

• Avcıoğlu, H. (2007). Validity and reliability study of social skills evaluation scale (4–6 years). Abant İzzet Baysal Faculty of Education Journal, 7(2), 93–103.
• Brechwald, W. A., & Prinstein, M. J. (2011). Beyond homophily: A decade of advances in understanding peer influence processes. Journal of Research on Adolescence, 21(1), 166-179. https://doi.org/10.1111/j.1532-7795.2010.00721.x
• Brown, B. B., Bakken, J. P., Ameringer, S. W., & Mahon, S. D. (2008). A comprehensive conceptualization of the peer influence process in adolescence. In: Prinstein M. J. & Dodge K. (Eds.) Understanding peer influence in children and adolescents (pp. 17-44). Guilford Press.
• Chen, Z., & Deng, Y. (2021). The ınfluence of peer pressure on college students and the countermeasures. Advances in Social Science, Education and Humanities Research, 638 (Proceedings of the 2021 International Conference on Public Art and Human Development-ICPAHD 2021), 593-596.
• Clasen, D., & Brown, B. (1985). The multidimensionality of peer pressure. Journal of Youthand Adolescence,14(6), 451–468.
• Durmuşoğlu Saltalı, N., Erbay, F., Işık, E., & İmir, H. M. (2018). Turkish validation of social-emotional well-being and resilience scale (PERIK). International Electronic Journal of Elementary Education, 10(5), 525-533.
• Foubister, L. (2017). The role of secure peer groups in social and emotional outcomes for adolescents in an academically selective high school setting, Journal of Student Engagement:Education Matters, 7(1), 28-48.
• Gülay, H. (2018). Peer relationships in the preschool period (3rd Edition). Ankara: The Educational Book.
• Gülay Ogelman, H., & Sonakın, E. (2020). The effects of peer relatıons on socıal and emotıonal competence. International Journal of New Trends in Arts, Sports &Science Education, 9(4), 145-156.
• Haun, D. B. M., & Tomasello, M. (2011). Conformity to peer pressure in preschool children. Child Development, 82(6), 1759–1767.
• Hay, D. F. (2005). Early peer relations and their ımpact on children’s development. Peer relations. Encyclopedia on Early Childhood Development.
• Henry, G. T., & Rickman, D. K. (2007). Do peers influence children's skill development in preschool? Economics of Education Review, 26(1), 100-112.
• Hoferichter, F., Hirvonen, R., & Kiuru, N. (2021). The development of school well-being in secondary school: High academic buoyancy and supportive class- and school climate as buffers. Learn Instruct. 71:101377.
• Holopainen, L., Lappalainen, K., Junttila, N. & Savolainen, H. (2012). The role of social competence in the psychological well-being of adolescents in secondary education. Scandinavian Journal of Educational Research, 56, 199–212.
• Jones, D. E., Greenberg, M., & Cowley, M. (2015). Early social-emotional functioning and public health: The relationship between kindergarten social competence and future wellness. American Journal of Public Health, 105, 2283–2290
• Karasar, N. (2015). Scientific research methods. Ankara: Nobel Publications.
• Kılınç, M., & Uzun, K. (2020). Peer bullying and peer victimization as the predictors of subjective well-being of adolescents. Ahi Evran University Journal of Kirsehir Educational Faculty, 21(3), 1400-1439.
• Laursen, B. (2018). Peer influence. In W. M. Bukowski, B. Laursen, & K. H. Rubin (Eds.), Handbook of peer interactions, relationships, and groups (2nd ed., pp. 447-469). The Guilford Press.
• Liu, Y. (2022). A Survey of the causes and effects of peer pressure in college students. Proceedings of the 2022 3rd International Conference on Mental Health, Education and Human Development (MHEHD 2022). Advances in Social Science, Education and Humanities Research, 670.
• Mayr, T., & Ulich, M. (2006). Perik: Positive entwicklung und resilienz im kindergartenalltag. Staatinstitut fur frühpädagogik IFP.
• Mayr, T., & Ulich, M. (2009). Social-Emotional well-being and resilience of children in early childhood settings- PERIK: An empirically based observation scale for practitioners. Early Years. 29(1), 45-57.
• Mihaela, T. I. (2015). Promoting the emotional wellbeing of preschoolers. Procedia-Social and Behavioral Sciences 209, 509–513.
• Montiegel, K. (2023). Peer socialization in an oral preschool classroom. Language & Communication, 89, 63-77.
• Morin, A. (2022). What is peer pressure? Retrieved February 5, 2023 from https://www.verywellfamily.com/negative-and-positive-peer-pressure-differences 2606643.
• Patalay P., & Fitzsimons, E. (2016). Correlates of mental illness and wellbeing in children: Are they the same? Results from the UK Millennium Cohort Study. Journal of the American Academy of Child & Adolescent Psychiatry, 55(9), 771–783.
• Pittman, F. (2019). Implications of peer pressure for adolescent nursing research: a concept analysis approach. Comprehensive Child and Adolescent Nursing, 42(1), 54-70.
• Radetić-Paić, M., Kadum, S., & Kopas-Vukašinović, E. (2022). Susceptibility to peer pressure –self-assessment of students of primary school and preschool education. Revista Românească pentru Educaţie Multidimensională,14(2), 01-18.
• Reitz, A. K., Zimmermann, J., Hutteman, R., Specht, J., & Neyer, F. J. (2014). How peers make a difference: The role of peer groups and peer relationships in personality development. European Journal of Personality, 28, 279-288.
• Rivers, I., Poteat, V. P., Noret, N., & Ashurst, N. (2009). Observing bullying at school: The mental mealth implications of witness status. School Psychol. Quarterly 24, 211–223.
• Rubin, K. H., Bukowski, W. M., & Parker, J. G. (2006). Peer ınteractions, relationships, and groups. In N. Eisenberg, W. Damon, & R. M. Lerner (Eds.), Handbook of child psychology: Social, emotional, and personality development (pp. 571–645). John Wiley & Sons, Inc.
• Seaman, H., & Giles, P. (2021). Supporting children’s social and emotional well-being in the early years: An exploration of practitioners’ perceptions. Early Child Development and Care, 191(6), 861-875.
• Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Boston: Pearson.
• Weare, K. & Gray, G. (2003). What works in promoting children’s emotional and social competence and well-being? (DES Research Report 456).