Parental Involvement in the Development of Children’s Organizational Skills

Yıl 2022, Cilt: 12 Sayı: 65, 262 - 286, 01.07.2022

Müge Yukay Yüksel , Betül Gülcan Çakmak Büşra Ünverdi

https://doi.org/10.17066/tpdrd.1138292

Öz

This study aims to explore mothers’ perceptions regarding their contributions to their 9- to 12-year-old children’s organizational skills (e.g., time management, material organization, self-care skills). This mixed-methods study implements the explanatory sequential design. In the first stage, the mothers (n = 191) filled out the Questionnaire for Assessing Students’ Organizational Abilities (QASOA) and answered some demographic questions online. Based on the results from the QASOA, children with deficits in their organizational skills have been distinguished from those who do not have deficits. In the second stage, five mothers with children showing no deficit in organizational skills and five mothers with children showing deficits in these skills were interviewed on their involvement in their children’s organizational skills. The qualitative data were analyzed using directed content analysis. The findings suggest ways mothers, teachers, and psychological counselors can contribute to developing children’s organizational skills.

Anahtar Kelimeler

Organizational Skills, Parental Involvement, Qualitative Research, Mixed Methods

Çocukların Organizasyonel Becerilerinin Gelişiminde Ebeveyn Katılımı

Öz

Bu çalışma, annelerin, 9-12 yaş arası çocuklarının organizasyonel becerilerine (zaman yönetimi, materyal organizasyonu, öz-bakım becerileri) yaptıkları katkıları incelemeyi amaçlamaktadır. Araştırmada, açımlayıcı sıralı karma desen yöntemi kullanılmıştır. Anneler (n=191), ilk aşamada, çevrim içi anket yoluyla Öğrencinin Organizasyonel Becerilerini Değerlendirme Anketi (ÖOBDA)’ni doldurmuş ve bazı demografik soruları yanıtlamışlardır. ÖOBDA sonuçlarına göre organizasyonel becerilerinde problem olan çocuklar, organizasyonel becerilerinde problem olmayanlardan ayrılmıştır. İkinci aşamada, organizasyonel becerilerinde problem olan ve olmayan beşer çocuğun anneleriyle, çocuklarının organizasyonel becerilerine katılımlarına dair sorular içeren bir görüşme yapılmıştır. Nitel veriler yönlendirilmiş içerik analizi kullanılarak analiz edilmiştir. Sonuçlar, annelerin, öğretmenlerin ve psikolojik danışmanların çocukların organizasyonel becerilerinin gelişimine nasıl katkıda bulunabileceğine dair öneriler sunmaktadır.

Anahtar Kelimeler

Organizasyonel Beceriler, Ebeveyn Katılımı, Nitel Araştırma, Karma Yöntem

Kaynakça

• Abikoff, H., Gallagher, R., Wells, K. C., Murray, D. W., Huang, L., Lu, F., & Petkova, E. (2013). Remediating organizational functioning in children with ADHD: Immediate and long-term effects from a randomized controlled trial. Journal of Consulting and Clinical Psychology, 81(1), 113–128. https://psycnet.apa.org/doi/10.1037/a0029648
• Akhmetzyanova, A. I. (2014). The development of self-care skills of children with severe mental retardation in the context of Lekoteka. World Applied Sciences Journal, 29(6), 724–727. https://doi.org/10.5829/idosi.wasj.2014.29.06.13922
• Alay, S. (2000). Relationship between time management and academic achievement of selected university students. Unpublished master’s thesis. Middle East Technical University, Social Sciences Institute, Ankara, Turkey.
• Areepattamannil, S. (2010). Parenting practices, parenting style, and children’s school achievement. Psychological Studies, 55(4), 283–289. https://doi.org/10.1007/s12646-010-0043-0
• Aygün, D. (2020). Öğrencinin Organizasyonel Becerilerini Değerlendirme Anketi’nin Türkçe uyarlamasının geçerlilik güvenilirlik çalışması. Unpublished master’s thesis. Hacettepe University Health Sciences Institute, Ankara, Turkey.
• Bernstein, G., & Triger, Z. (2010). Over-parenting. UC Davis Law. Review., 44(4), 1221–1279.
• Bibok, M. B., Carpendale, J. I. M., & Müller, U. (2009). Parental scaffolding and the development of executive function. In C. Lewis & J. I. M. Carpendale (Eds.), Social interaction and the development of executive function: New directions in child and adolescent development, Number 123, (pp. 17–34). Jossey-Bass.
• Bikic, A., Reichow, B., McCauley, S. A., Ibrahim, K., & Sukhodolsky, D. G. (2017). Meta-analysis of organizational skills interventions for children and adolescents with attention-deficit/hyperactivity disorder. Clinical Psychology Review, 52, 108–123. https://doi.org/10.1016/j.cpr.2016.12.004
• Buckley, C. K., & Schoppe‐Sullivan, S. J. (2010). Father involvement and coparenting behavior: Parents’ nontraditional beliefs and family earner status as moderators. Personal Relationships, 17(3), 413-431. https://doi.org/10.1111/j.1475-6811.2010.01287.x
• Campbell, R. L., & Svenson, L. W. (1992). Perceived level of stress among university undergraduate student in Edmonton, Canada. Perceptual and Motor Skills, 75(2), 552–554. https://doi.org/10.2466%2Fpms.1992.75.2.552
• Coleman, P. K., & Karraker, K. H. (2000). Parenting self‐efficacy among mothers of school‐age children: Conceptualization, measurement, and correlates. Family Relations, 49(1), 13-24. https://doi.org/10.1111/j.1741-3729.2000.00013.x
• Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Sage Publications.
• Çiftçi, M., & Bal, P. N. (2015). The investigation of the relationship between parents’ involvement level and academic achievement on secondary school students. Journal of Human Sciences, 12(1), 363–384. https://www.j-humansciences.com/ojs/index.php/ijhs/article/view/2974
• Dieterich, S. E., Hebert, H. M., Landry, S. H., Swank, P. R., & Smith, K. E. (2004). Maternal and child characteristics that influence the growth of daily living skills from infancy to school age in preterm and term children. Early Education and Development, 15(3), 283–304. https://doi.org/10.1207/s15566935eed1503_3
• Eldeleklioğlu, J. (2008). Ergenlerin zaman yönetimi becerilerinin kaygı, yaş ve cinsiyet değişkenleri açısından incelenmesi. İlkogretim Online, 7(3), 656–663. https://dergipark.org.tr/en/pub/ilkonline/issue/8600/107086
• Epstein, J. L. (1986). Parents’ reactions to teacher practices of parent involvement. The Elementary School Journal, 86(3), 277–294. https://doi.org/10.1086/461449
• Ersoy, N. C., & Peker, M. (2020). Öz yeterlik ile genel not ortalaması arasındaki ilişkide akademik bütünleşme ve zaman yönetiminin rolü. Türk Psikoloji Dergisi, 35(85), 85–96.
• Esther, H. S. (1995). Parent involvement: A comparison of different definitions and explanations. Chinese University Education Journal, 23(1), 39–68.
• Fagan, J., & Palkovitz, R. (2011). Coparenting and relationship quality effects on father engagement: Variations by residence, romance. Journal of Marriage and Family, 73(3), 637–653. https://doi.org/10.1111/j.1741-3737.2011.00834.x
• Fan, X., & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1–22. https://doi.org/10.1023/A:1009048817385
• Fay‐Stammbach, T., Hawes, D. J., & Meredith, P. (2014). Parenting influences on executive function in early childhood: A review. Child Development Perspectives, 8(4), 258–264. https://doi.org/10.1111/cdep.12095
• Feinberg, M. E. (2002). Coparenting and the transition to parenthood: A framework for prevention. Clinical Child and Family Psychology Review, 5(3), 173–195. https://doi.org/10.1023/A:1019695015110
• Feinberg, M. E. (2003). The internal structure and ecological context of coparenting: A framework for research and intervention. Parenting: Science and Practice, 3(2), 95–131. https://doi.org/10.1207/S15327922PAR0302_01
• Fernández Alonso, R., Álvarez Díaz, M., Woitschach, P., Suárez Álvarez, J., & Cuesta Izquierdo, M. (2017). Parental involvement and academic performance: Less control and more communication. Psicothema, 29(4), 453-461. https://doi.org/10.7334/psicothema2017.181
• Gallagher, R., Abikoff, H. B., & Spira, E. G. (2014). Organizational skills training for children with ADHD: An empirically supported treatment. Guilford Publications. https://doi.org/10.1080/07317107.2015.1104786
• Ginsburg, M., Block, P. H., & Mcwayne, C. (2010). Partnering to foster achievement in reading and mathematics. In S. L. Christenson & A. L. Reschly (Ed.), Handbook of school-family partnerships (pp. 193–221). New York, NY: Routledge.
• Gonzalez-DeHass, A. R., Willems, P. P., & Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99–123. https://doi.org/10.1007/s10648-005-3949-7
• Gökçe, E. (2000). İlköğretimde okul aile iş birliğinin geliştirilmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 7(7), 204–209. https://dergipark.org.tr/en/pub/pauefd/issue/11136/133222
• Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Communication and Technology Journal, 29, 75–91. https://doi.org/10.1007/BF02766777
• Gyamfi, K., & Pobbi, M. A. (2016). Parental monitoring and child performance in Ghana. Journal of Education and Practice, 7(21), 33–41. https://files.eric.ed.gov/fulltext/EJ1109409.pdf
• Hill, N. E., & Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Directions in Psychological Science, 13(4), 161–164. https://doi.org/10.1007/BF02766777
• Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M., Reed, R. P., DeJong, J. M., & Jones, K. P. (2001). Parental involvement in homework. Educational Psychologist, 36(3), 195–209. https://doi.org/10.1207/S15326985EP3603_5
• Hoover-Dempsey, K. V., & Sandler, H. M. (2005). The social context of parental involvement: A path to enhanced achievement. Final performance report for the Office of Educational Research and Improvement. https://ir.vanderbilt.edu/bitstream/handle/1803/7595/OERIIESfinalreport032205.pdf?sequence=1
• Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177%2F1049732305276687
• Jansen, K. J. (1995). Generalization of organizational skills from one setting to another. Unpublished master’s thesis, Rowan University, New Jersey.
• Jeynes, W. H. (2003). A meta-analysis: The effects of parental involvement on minority children’s academic achievement. Education and Urban Society, 35(2), 202–218. https://doi.org/10.1177%2F0013124502239392
• Khaledi, A., Hashemi-Razini, H., & Abdollahi, M. H. (2019). Comparison of different components of executive functions in children with attention-deficit/hyperactivity disorder, children with specific learning disorders, and normal children. Chronic Diseases Journal, 7(1), 28–34.
• Kohl, G. O., Lengua, L. J., & McMahon, R. J. (2000). Parent involvement in school conceptualizing multiple dimensions and their relations with family and demographic risk factors. Journal of School Psychology, 38(6), 501–523. https://doi.org/10.1016/S0022-4405(00)00050-9
• Langberg, J. M., Epstein, J. N., Becker, S. P., Girio-Herrera, E., & Vaughn, A. J. (2012). Evaluation of the homework, organization, and planning skills (HOPS) intervention for middle school students with attention deficit hyperactivity disorder as implemented by school mental health providers. School Psychology Review, 41(3), 342–364. https://doi.org/10.1080/02796015.2012.12087514
• Langberg, J. M., Epstein, J. N., Girio-Herrera, E., Becker, S. P., Vaughn, A. J., & Altaye, M. (2011). Materials organization, planning, and homework completion in middle-school students with ADHD: Impact on academic performance. School Mental Health, 3(2), 93–101. https://doi.org/10.1007/s12310-011-9052-y
• Lindt, S. (2019). Over-parenting in middle school: How can parents help? Frontiers in Education Technology, 2(4), 201–207. http://dx.doi.org/10.22158/fet.v2n4p201
• McBride, B. A., Schoppe, S. J., & Rane, T. R. (2002). Child characteristics, parenting stress, and parental involvement: Fathers versus mothers. Journal of Marriage and Family, 64(4), 998–1011. https://doi.org/10.1111/j.1741-3737.2002.00998.x
• Maccoby, E. E., Snow, M. E., & Jacklin, C. N. (1984). Children's dispositions and mother–child interaction at 12 and 18 months: A short-term longitudinal study. Developmental Psychology, 20(3), 459–472. https://psycnet.apa.org/doi/10.1037/0012-1649.20.3.459
• McWayne, C., Campos, R., & Owsianik, M. (2008). Family involvement in preschool: A multidimensional, multi-level examination of mother and father involvement among low-income, culturally diverse families. Journal of School Psychology, 46(5), 551–573.
• Meuwissen, A. S., & Carlson, S. M. (2015). Fathers matter: The role of father parenting in preschoolers' executive function development. Journal of Experimental Child Psychology, 140, 1–15. https://doi.org/10.1016/j.jecp.2015.06.010
• Mlinac, M. E., & Feng, M. C. (2016). Assessment of activities of daily living, self-care, and independence. Archives of Clinical Neuropsychology, 31(6), 506–516. https://doi.org/10.1093/arclin/acw049
• Patton, M. Q. (2015). Qualitative research & evaluation methods: Integrating theory and practice (4th ed.). Thousand Oaks, CA: Sage Publications.
• Rothbart, M. K. (1981). Measurement of temperament in infancy. Child Development, 52(2), 569–578. https://doi.org/10.2307/1129176
• Schaefer, E. S., & Bell, R. Q. (1958). Development of a parental attitude research instrument. Child Development, 29(3), 339–361. https://doi.org/10.2307/1126348
• Segrin, C., Woszidlo, A., Givertz, M., Bauer, A., & Taylor Murphy, M. (2012). The association between overparenting, parent‐child communication, and entitlement and adaptive traits in adult children. Family Relations, 61(2), 237–252. https://doi.org/10.1111/j.1741-3729.2011.00689.x
• Sobolewski, J. M., & King, V. (2005). The importance of the coparental relationship for nonresident fathers’ ties to children. Journal of Marriage and Family, 67(5), 1196–1212. https://doi.org/10.1111/j.1741-3737.2005.00210.x
• Stabel, A. (2013). Daily living skills. In F. R. Volkmar (Ed.), Encyclopedia of autism spectrum disorders. New York, NY: Springer. https://doi.org/10.1007/978-1-4419-1698-3_1417
• Tubul-Lavy, G., & Lifshitz, N. (2017). Questionnaire for assessing preschoolers’ organizational abilities in their natural environments: development and establishment of validity and reliability. Child Development Research, 2017, 1–9. https://doi.org/10.1155/2017/9704107
• Uğur, A., & Kutlu, Ö. (2007). Zaman yönetimi programının etkililiğinin değerlendirilmesi. Verimlilik Dergisi, 1, 89–124. https://dergipark.org.tr/tr/pub/verimlilik/issue/21742/233793
• Vukovic, R. K., Roberts, S. O., & Green-Wright, L. (2013). From parental involvement to children's mathematical performance: The role of mathematics anxiety. Early Education & Development, 24(4), 446–467. https://doi.org/10.1080/10409289.2012.693430
• Vučković, S., Ručević, S., & Ajduković, M. (2020). Parenting style and practices and children’s externalizing behaviour problems: Mediating role of children’s executive functions. European Journal of Developmental Psychology, 18(4), 1–17. https://doi.org/10.1080/17405629.2020.1768067
• Walker, J. M., Hoover-Dempsey, K. V., Whetsel, D. R., & Green, C. L. (2004). Parental involvement in homework. A review of current research and its implications for teachers, after school program staff, and parent leaders. Cambridge, MA: Harvard Family Research Project, 15, 1–10. http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.577.232&rep=rep1&type=pdf
• Walker, J. M., Wilkins, A. S., Dallaire, J. R., Sandler, H. M., & Hoover-Dempsey, K. V. (2005). Parental involvement: Model revision through scale development. The Elementary School Journal, 106(2), 85–104. https://doi.org/10.1086/499193
• White, S. M., Riley, A., & Flom, P. (2013). Assessment of time management skills (ATMS): A practice-based outcome questionnaire. Occupational Therapy in Mental Health, 29(3), 215–231. https://doi.org/10.1080/0164212X.2013.819481
• Xu, J., & Corno, L. (1998). Case studies of families third-grade homework. Teachers College Record, 100(2), 402–436. https://doi.org/10.1177%2F016146819810000207
• Xu, J., & Wu, H. (2013). Self-regulation of homework behavior: Homework management at the secondary school level. The Journal of Educational Research, 106(1), 1–13. https://doi.org/10.1080/00220671.2012.658457
• Xu, J., Yuan, R., Xu, B., & Xu, M. (2014). Modeling students' time management in math homework. Learning and Individual Differences, 34, 33–42. https://doi.org/10.1016/j.lindif.2014.05.011