Zihin Kuramı ile Çalışma Belleği Arasındaki İlişkide Üstbilişin Aracı Rolü

Yıl 2025, Cilt: 7 Sayı: 4, 338 - 348, 29.12.2025

Canan Keleş Ertürk , Kezban Tepeli

https://doi.org/10.35365/ctjpp.25.4.01

Öz

Amaç: Bu araştırmada, zihin kuramı ile çalışma belleği arasındaki ilişkide üstbilişin aracı rolü incelenmiştir.
Yöntem: Araştırmanın bağımsız değişkeni çalışma belleği; bağımlı değişkeni zihin kuramı, aracı değişkeni ise üstbiliştir. Araştırma genel tarama modeli ile Konya il merkezinde bulunan, 5 yaş grubunda olan ve Millî Eğitim Bakanlığına bağlı bağımsız anaokuluna devam eden 300 çocuk ile yürütülmüştür. Araştırmada veri toplama aracı olarak Genel Bilgi Formu, Üstbilişsel Bilgi Görüşme Formu (McKI), Zihin Kuramı Görev Bataryası (TOMTB) ve Çalışma Belleği Ölçeği kullanılmıştır.
Bulgular: Verilerin analizinde ölçümler arasındaki ilişkiler incelenmiş Üstbilişsel Bilgi Görüşme Formu (McKI) ile Zihin Kuramı Görev Bataryası (TOMTB); Çalışma Belleği Ölçeği ile Zihin Kuramı Görev Bataryası (TOMTB); Çalışma Belleği Ölçeği ile Üstbilişsel Bilgi Görüşme Formu (McKI) puanı arasında pozitif yönlü istatistiksel olarak anlamlı ilişki olduğu görülmüştür (p<0.05). Aracı model kurulduğunda, zihin kuramının çalışma belleği üzerinde istatistiksel olarak anlamlı etkisi olmadığı; üstbilişin çalışma belleği üzerinde pozitif yönlü anlamlı etkisi olduğu; zihin kuramı ve üstbilişin çalışma belleği puanlarındaki değişimi anlamlı şekilde açıkladığı görülmektedir.
Sonuç:Bu sonuçlar zihin kuramının, üstbiliş yoluyla çalışma belleği üzerinde anlamlı etkisinin olduğu yönündeki temel hipotezi desteklemektedir.

Anahtar Kelimeler

Üstbiliş , Çalışma Belleği , Zihin Kuramı

The Mediating Role of Metacognition in the Relationship between the Theory of Mind and Working Memory

Öz

Objective: In this study, the mediating role of metacognition in the relationship between ToM and working memory was examined.
Methods: The independent variable of the study is working memory, the dependent variable is ToM, and the mediating variable is metacognition. The study was conducted using a general survey model with 300 children in the age group of 5 years who attend an independent kindergarten affiliated with the Ministry of National Education in Konya city center. General Information Form, Metacognitive Knowledge Interview Form (McKI), Theory of Mind Task Battery (TOMTB), and Working Memory Scale were used as data collection tools.
Results: In the analysis of the data, the relationships between the measurements were examined. It was seen that there was a statistically significant positive relationship between the scores of the Metacognitive Knowledge Interview Form (McKI) and the Theory of Mind Task Battery (TOMTB); between the Working Memory Scale and the Theory of Mind Task Battery (TOMTB); and between the Working Memory Scale and the Metacognitive Knowledge Interview Form (McKI) (p<0.05). When the mediation model was established, it was seen that the theory of mind had no statistically significant effect on working memory; metacognition had a significant positive effect on working memory; and theory of mind and metacognition significantly explained the change in working memory scores.
Conclusion: These results support the main hypothesis that the theory of mind has a significant effect on working memory through metacognition.

Anahtar Kelimeler

Metacognition , Working Memory , Theory Of Mind

Etik Beyan

The study was conducted in accordance with the Declaration of Helsinki. Approval for the study was received from the Selçuk University Faculty of Health Sciences Non-Interventional Clinical Research Ethics Committee with the decision number 2023/1155.

Destekleyen Kurum

Selçuk University Scientific Research Projects Coordinatorship.

Teşekkür

We would not have been able to obtain these valuable findings without the support of Selçuk University Scientific Research Projects Coordinatorship, which provided financial support for the project “The Mediating Role of Metacognition in the Relationship between Theory of Mind and Working Memory in 5-year-old children attending independent kindergartens affiliated to the Ministry of National Education”. We would like to thank the coordinatorship for their support.

Kaynakça

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