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Predictors of Media Emotion Regulation and Its Consequences for Children’s Socioemotional Development

Yıl 2024, , 569 - 584, 30.09.2024
https://doi.org/10.18863/pgy.1368538

Öz

Media emotion regulation has been defined as parents’ use of media to regulate their children's emotions in early childhood. The purpose of this review is to investigate the predictors of media emotion regulation and its consequences on children's socioemotional development. As predictors of media emotion regulation, parental education level, parental media use, and the child’s temperament were examined. It was observed that parents with low levels of education and higher personal media use more frequently offer their children media emotion regulation than other parents. The relationships between children’s temperamental domains of negative affect and extraversion/surgency and media emotion regulation have been shown as positive, while the relationship between effortful control and media emotion regulation has been displayed as negative. As for the consequences of media emotion regulation on children's socioemotional development, children’s problematic media use, emotional knowledge, and empathy were examined. The relationship between media emotion regulation and problematic media use was displayed as positive; children who frequently experienced media emotion regulation had increased problematic media use. Also, it was shown that media emotion regulation has a negative role in children's emotional knowledge. As children's experience with media emotion regulation increased, their emotional knowledge decreased. Lastly, in the relationship between media emotion regulation and empathy, both positive and negative findings were observed and variables that may influence this relationship were discussed. This study contributes significantly to understanding the conditions under which children more frequently experience media emotion regulation and the role of this experience on children's socioemotional developmentAs the consequences of media emotion regulation on children’s socio-emotional development, children's problematic media use, emotional knowledge, and empathy have been explored. There is a positive relationship between media emotion regulation and problematic media use. As media emotion regulation increases, children's emotional knowledge decreases. Finally, in the relationship between media emotion regulation and empathy, both positive and negative outcomes have been found, suggesting that media content and how children perceive media emotion regulation may influence this relationship. This study offers a significant contribution by exploring the conditions under which children more frequently experience media emotion regulation and its role in children's socio-emotional development.

Kaynakça

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Medya Aracılığıyla Duygu Düzenlemenin Yordayıcıları ve Çocuğun Sosyoduygusal Gelişimi Açısından Sonuçları

Yıl 2024, , 569 - 584, 30.09.2024
https://doi.org/10.18863/pgy.1368538

Öz

Medya aracılığıyla duygu düzenleme, ebeveynlerin erken çocukluk dönemindeki çocuklarının duygularını düzenlemesinde medya kullanması olarak tanımlanmıştır. Bu derlemenin amacı, medya aracılığıyla duygu düzenlemenin yordayıcılarını ve çocukların sosyoduygusal gelişimiyle ilgili olan sonuçlarını incelemektir. Medya aracılığıyla duygu düzenlemenin yordayıcıları olarak ebeveyn eğitim seviyesi, ebeveyn medya kullanımı ve çocuğun mizacı incelenmiştir. Düşük eğitim seviyesine sahip ve kişisel medya kullanımı yüksek olan ebeveynlerin, diğer ebeveynlere kıyasla medya aracılığıyla duygu düzenlemeye daha sık başvurduğu görülmüştür. Çocukların olumsuz duygulanım veya dışadönüklük/coşkunluk mizacı ile medya aracılığıyla duygu düzenleme arasında olumlu; çabalı kontrol ile medya aracılığıyla duygu düzenleme arasında olumsuz bir ilişki görülmüştür. Medya aracılığıyla duygu düzenlemenin çocukların sosyoduygusal gelişimi üzerindeki sonuçları olarak çocuğun problemli medya kullanımı, duygusal bilgi ile empatisi incelenmiştir. Medya aracılığıyla duygu düzenleme ve problemli medya kullanımı arasında olumlu bir ilişki olduğu görülmüştür; medya aracılığıyla duygu düzenlemeyi sıklıkla deneyimleyen çocukların problemli medya kullanımı artmaktadır. Ayrıca medya aracılığıyla duygu düzenlemenin çocukların duygusal bilgisinde olumsuz bir rolü olduğu belirlenmiştir. Çocukların medya aracılığıyla duygu düzenleme deneyimi arttıkça duygusal bilgisi azalmaktadır. Son olarak, medya aracılığıyla duygu düzenleme ile empati arasındaki ilişkide hem olumlu hem olumsuz sonuçlar gözlemlenmiş ve bu ilişkiyi etkileyebilecek değişkenler tartışılmıştır. Bu çalışma, çocukların medya aracılığıyla duygu düzenlemeyi hangi koşullarda daha sık deneyimlediğini ve bu deneyimin çocukların sosyoduygusal gelişimindeki rolünü anlamak açısından önemli bir katkı sunmaktadır.

Kaynakça

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  • Blum-Ross A, Livingstone S (2016) Families and Screen Time: Current Advice and Emerging Research- Media Policy Brief 17. London, London School of Economics and Political Science.
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  • Council on Communications and Media (2016) Media and young minds. Pediatrics, 38:e20162591.
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  • Coyne SM, Reschke PJ, Stockdale L, Gale M, Shawcroft J, Gentile DA et al. (2023) Silencing creaming with screens: the longitudinal relationship between media emotion regulation processes and children’s emotional reactivity, emotional knowledge, and empathy. Emotion, 23:2194-2204.
  • Coyne SM, Rogers A, Shawcroft J, Reschke P, Barr R, Davis EJ et al. (2022) Meltdowns and media: moment-to-moment fluctuations in young children’s media use transitions and the role of children’s mood states. Comput Human Behav, 136:107360.
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Toplam 114 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Duygusal gelişim, Sosyal Gelişim
Bölüm Derleme
Yazarlar

Gizem Koç Arık 0000-0002-9680-2387

Yayımlanma Tarihi 30 Eylül 2024
Kabul Tarihi 21 Ocak 2024
Yayımlandığı Sayı Yıl 2024

Kaynak Göster

AMA Koç Arık G. Predictors of Media Emotion Regulation and Its Consequences for Children’s Socioemotional Development. Psikiyatride Güncel Yaklaşımlar. Eylül 2024;16(3):569-584. doi:10.18863/pgy.1368538

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