Ön Ergenlik Dönemindeki Çocukların Okul Yaşantılarının İncelenmesi

Yıl 2024, Sayı: 39, 73 - 93, 31.05.2024

Hilal Mercan Akçay , Haktan Demircioğlu

https://doi.org/10.20875/makusobed.1448294

Öz

Minnettarlık, iyimserlik, yaşam coşkusu ve sebat içeren okul temelli pozitif özellikler, çocukların okuldaki pozitif yaşantılarının temelini oluşturmaktadır ve çocukların okuldaki pozitif yaşantıları onların gelişimleri açısından önemlidir. Bu nedenle araştırma çeşitli değişkenler açısından ön ergenlik dönemindeki çocukların okul yaşantılarını incelemeyi amaçlamaktadır. Araştırma, nicel araştırma yöntemlerinden tarama modeline göre planlanmış olup örnekleme yöntemlerinden basit seçkisiz örnekleme kullanılmıştır. Araştırma 2022-2023 eğitim-öğretim yılı bahar döneminde 6., 7. ve 8. sınıfa giden ve çalışmaya katılmayı kabul eden 549 çocuk ile gerçekleştirilmiştir. Veri toplamak için “Demografik Bilgi Formu” ve “Okulda Pozitif Yaşantılar Ölçeği” kullanılmıştır. Veriler normal dağılım gösterdiği için verilerin analizinde t testi ve tek yönlü varyans analizi (ANOVA), post-hoc t-testi ve Tukey HSD kullanılmıştır. Araştırma sonucuna göre çocukların okuldaki yaşantıları ile cinsiyet, başarı durumu, anne, baba, öğretmen ve sınıf arkadaşları ile olan ilişki durumu, dijital oyun oynama süresi, sosyal medya kullanım süresi arasında anlamlı fark bulunmuştur.

Anahtar Kelimeler

Ön ergenlik dönemi, Ortaokul, Okulda pozitif yaşantılar

Investigation of the School Experiences of Pre-Adolescent Children

Öz

School-based positive characteristics, including gratitude, optimism, enthusiasm for life, and perseverance, form the basis of children's positive experiences at school, and children's positive experiences at school are important for their development. For this reason, the research aims to examine the school experiences of pre-adolescent children in terms of various variables. The research was planned according to the survey model, one of the quantitative research methods, and simple random sampling was used, one of the sampling methods. The research was conducted in the spring semester of the 2022-2023 academic year with 549 children who were in the 6th, 7th, and 8th grades and agreed to participate in the study. “Demographic Information Form” and “Positive Experiences at School Scale” were used to collect data. Since the data showed normal distribution, t-test and one-way analysis of variance (ANOVA), post-hoc t-test, and Tukey HSD were used to analyze the data. According to the results of the research, a significant difference was found between children's experiences at school and their gender, achievement status, relationship status with mother, father, teacher, and classmates, time spent playing digital games, and time spent using social media.

Anahtar Kelimeler

Pre-adolescence, Middle school, Positive experiences at school

Kaynakça

• Akkaya, S., Tan, Z., Kapıdere, M. ve Şahin, S. (2021). Investigation of the relationship between parents' awareness of digital parenting and the effects of digital games on their children. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 22(1), 889-917. https://doi.org/10.17679/inuefd.905569
• Alifia, A., Ratnawati, S. ve Prasetijowati, T. (2022). Synergy between parents and teachers in motivating children’s learning during the Covid-19 pandemic. Jurnal Mediasosian Jurnal Ilmu Sosial Dan Administrasi Negara, 6(2), 203-216. https://doi.org/10.30737/mediasosian.v6i2.3199
• Almansa, J., Trivilin, T., Hutz, C., Almeida, R., Vazquez, A. ve Freitas, C. (2022). The mental health of Brazilian students during the Covid-19 pandemic: the role of gratitude, optimism, and hope in reducing anxiety. Trends in Psychiatry and Psychotherapy, 44(1), 1-24. https://doi.org/10.47626/2237-6089-2022-0496
• Alzahrani, M., Alharbi, M. F. ve Alodwani, A. (2019). The effect of social-emotional competence on children academic achievement and behavioral development. International Education Studies, 12(12), 141-149. https://doi.org/10.5539/ies.v12n12p141
• Armenta, C. N., Fritz, M. M., Walsh, L. C. ve Lyubomirsky, S. (2022). Satisfied yet striving: gratitude fosters life satisfaction and improvement motivation in youth. Emotion, 22(5), 1004-1016. https://doi.org/10.1037/emo0000896
• Arslan, T. ve Çiftçi, H. (2021). Second language motivational self system of sixth graders in Turkey: a correlational study. TESOL Journal, 12(1), 1-15. https://doi.org/10.1002/tesj.518
• Aslan, A., Turgut, Y. E. ve Yılmaz, T. K. (2019). Game, environment and peer effect on children on the digital gaming habits in game arcades. Journal of Computer and Education Research, 7(14), 480-495. https://doi.org/10.18009/jcer.610441
• Aydemir, F. (2022). Di̇ji̇tal oyunlar ve çocuklar üzeri̇ndeki̇ etki̇leri̇. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, (41), 40-69. https://doi.org/10.14520/adyusbd.1116868
• Baldwin, D., Jackson, D., Okoh, I. ve Cannon, R. (2010). Resiliency and optimism: an African American senior citizen’s perspective. Journal of Black Psychology, 37(1), 24-41. https://doi.org/10.1177/0095798410364394
• Bock, D., Harms, U. ve Mahler, D. (2021). Examining the dimensionality of pre-service teachers’ enthusiasm for teaching by combining frameworks of educational science and organizational psychology. Plos One, 16(11), 1-17. https://doi.org/10.1371/journal.pone.0259888
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş. ve Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri. Pegem Akademi.
• Cagongon, R. R. ve Osorno, R. I. N. (2022). Moderating effect of physical education motivation on the relationship between positive experiences at school and physical education self-efficacy of high school students. European Journal of Physical Education and Sport Science, 9(2), 58-88. https://doi.org/10.46827/ejpe.v9i2.4548
• Celume, M.-P., Ivcevic, Z., & Zenasni, F. (2023). Mood and creativity in children: differential impacts on convergent and divergent thinking. Psychology of Aesthetics, Creativity, and the Arts. Advance Online Publication, 17(2), 1-12. https://doi.org/10.1037/aca0000577
• Chassiakos, Y. R., Radesky, J., Christakis, D. A., Moreno, M. A., Cross, C., Hill, D. L., Ameenuddin, N., Hutchinson, J., Levine, A., Boyd, R., Mendelson, R., ve Swanson, W. S. (2016). Children and adolescents and digital media. Pediatrics, 138(5), 1-18. https://doi.org/10.1542/peds.2016-2593
• Cheung, C. (2019). Parents’ involvement and adolescents’ school adjustment: teacher–student relationships as a mechanism of change. School Psychology, 34(4), 350-362. https://doi.org/10.1037/spq0000288
• Chou, W. H., Chen, H. ve Hsu, C. (2022). Research on alleviating children’s nighttime fear using a digital game. Children, 9(3), 1-17. https://doi.org/10.3390/children9030405
• Corona, K., Senft, N., Campos, B., Chen, C., Shiota, M. ve Chentsova‐Dutton, Y. (2020). Ethnic variation in gratitude and well-being. Emotion, 20(3), 518-524. https://doi.org/10.1037/emo0000582
• Credé, M., Tynan, M. C. ve Harms, P. D. (2017). Much ado about grit: a meta-analytic synthesis of the grit literature. Journal of Personality and Social Psychology, 113(3), 492-511. https://doi.org/10.1037/pspp0000102
• Cui, G. ve Lan, X. (2020). The associations of parental harsh discipline, adolescents’ gender, and grit profiles with aggressive behavior among Chinese early adolescents. Frontiers in Psychology, 11, 1-14. https://doi.org/10.3389/fpsyg.2020.00323
• Dağ, I. (2015). An overview and comparison of Turkish public schools and private schools. Journal of Education and Training Studies, 3(6), 191-196. https://doi.org/10.11114/jets.v3i6.1005
• Donati, M. A., Guido, C. A., Meo, G. D., Spalice, A., Sanson, F., Beccari, C. ve Primi, C. (2021). Gaming among children and adolescents during the Covid-19 lockdown: the role of parents in time spent on video games and gaming disorder symptoms. International Journal of Environmental Research and Public Health, 18(12), 1-19. https://doi.org/10.3390/ijerph18126642
• Erdoğan, Ö. ve Özgür, B. G. (2020). Health-related quality of life based on kidscreen-52 in stuttering children and adolescents. ENT Updates, 10(3), 430-438. https://doi.org/10.32448/entupdates.827544
• Telef, B. B. (2016). Okulda pozitif yaşantılar ölçeği geçerlik ve güvenirlik çalışması. Journal of Human Sciences, 13(2), 2475-2487. https://doi.org/10.14687/jhs.v13i2.3562
• Telef, B., Arslan, G., Mert, A. ve Kalafat, S. (2015). The mediation effect of school satisfaction in the relationship between teacher support, positive affect and life satisfaction in adolescents. Educational Research and Reviews, 10(12), 1633-1640. https://doi.org/10.5897/err2015.2282
• Toor, K. K. (2021). Parent-child relationship and students’ academic achievement: a study of secondary school students. MIER Journal of Educational Studies Trends & Amp Practices, 8(1), 38-56. https://doi.org/10.52634/mier/2018/v8/i1/1418
• Vanderburg, J. L., Tow, A. C., Marraccini, M. E., Pittleman, C. ve Cruz, C. (2022). Caregiver experiences of adolescent school reentry after adolescent hospitalization due to suicidal thoughts and behaviors: recommendations to improve reentry practices. Journal of School Health, 93(3), 206-218. https://doi.org/10.1111/josh.13291
• Vente, T., Daley, M., Killmeyer, E. ve Grubb, L. K. (2020). Association of social media use and high-risk behaviors in adolescents: cross-sectional study. JMIR Pediatrics and Parenting, 3(1), 1-10. https://doi.org/10.2196/18043
• Upreti, R. (2017). Identity construction: an important issue among adolescents. IOSR Journal of Humanities and Social Science, 22(6), 54-57. https://doi.org/10.9790/0837-2206105457
• Wade, C., Almendingen, A. ve Robinson, E. (2022). How parenting pre‐teens compares to other child stages: identifying opportunities to enhance adolescent mental health and wellbeing. Children and Society, 36(6), 1296-1318. https://doi.org/10.1111/chso.12577
• Wagner, L. ve Ruch, W. (2015). Good character at school: positive classroom behavior mediates the link between character strengths and school achievement. Frontiers in Psychology, 6, 1-13. https://doi.org/10.3389/fpsyg.2015.00610
• Wallace, C. ve Russ, S. W. (2015). Pretend play, divergent thinking, and math achievement in girls: a longitudinal study. Psychology of Aesthetics, Creativity, and the Arts, 9(3), 296-305. https://doi.org/10.1037/a0039006
• Wangid, M., Mustadi, A. ve Mokshien, S. (2020). The exploration of teachers’ efficacy in teaching: comparative study in Indonesia and Malaysia. Jurnal Cakrawala Pendidikan, 39(2), 257-268. https://doi.org/10.21831/cp.v39i2.30012
• Weber, M., Wagner, L. ve Ruch, W. (2014). Positive feelings at school: on the relationships between students’ character strengths, school-related affect, and school functioning. Journal of Happiness Studies, 17(1), 341-355. https://doi.org/10.1007/s10902-014-9597-1
• Wu, R. ve Tian, L. (2020). Chinese children’s heterogeneous gratitude trajectories: relations with psychosocial adjustment and academic adjustment. School Psychology, 35(3), 201-214. https://doi.org/10.1037/spq0000358
• Xia, M., Fosco, G. M. ve Feinberg, M. E. (2016). Examining reciprocal influences among family climate, school attachment, and academic self-regulation: implications for school success. Journal of Family Psychology, 30(4), 442-452. https://doi.org/10.1037/fam0000141
• Xia, M., Hu, P. ve Zhou, Y. (2020). How parental socioeconomic status contribute to children's sports participation in China: a cross‐sectional study. Journal of Community Psychology, 48(8), 2625-2643. https://doi.org/10.1002/jcop.22439
• Yamini, P. ve Pujar, L. (2022). Effect of social media addiction on mental health of emerging adults. Indian Journal of Extension Education, 58(4), 76-80. https://doi.org/10.48165/ijee.2022.58416
• Zaw, A. M. M., Win, N. Z. ve Thepthien, B. (2022). Adolescents’ academic achievement, mental health, and adverse behaviors: understanding the role of resilience and adverse childhood experiences. School Psychology International, 43(5), 516-536. https://doi.org/10.1177/01430343221107114
• Zeru, A. B. ve Muluneh, M. A. (2020). Pre-menarche adolescent girls’ menstrual knowledge and preparedness to menarche in north shewa zone of Amhara region, Ethiopia. Research Square, 1, 1-19. https://doi.org/10.21203/rs.3.rs-73097/v1