Araştırma Makalesi
BibTex RIS Kaynak Göster

Mindful parenting and irrational beliefs of Turkish gifted students’ parents

Yıl 2024, Cilt: 13 Sayı: 4, 288 - 307, 31.10.2024
https://doi.org/10.19128/turje.1408996

Öz

The purpose of this study is twofold, to examine gifted students’ parents’ (n=202) irrational belief levels and the level of mindful parenting, and to investigate whether or not gifted students’ parents’ irrational belief levels explain the parents’ level of mindful parenting. The results showed that the level of mindful parenting was not low and the level of irrational beliefs of the parents were not high. There was no significant difference between the total scores of the Mindfulness in Parenting Scale (MIPQ) and subscale scores that took into account the variables of parents’ educational background and monthly income level. Mothers' scores were significantly higher than fathers’ in one subscale of the MIPQ. With regards to the parents’ monthly income level and educational background variables, significant differences were obtained in the level of total and subtest scores of Parents' Irrational Beliefs Scale (PIBS). The total MIPQ and PIBS scores of the parents showed a significant negative low correlation, and total PIBS scores explained a 4.56% variance in MPIQ scores. As parents' irrational belief levels decrease, levels of mindful parenting increase. In addition, one of the variables that explains mindful parenting is the irrational beliefs of parents.

Kaynakça

  • Acet, P., Midouhas, E., & Oliver, B. R. (2024). Household chaos and child problem behaviors: A cross cultural examination of the mediating and moderating role of mindful parenting. Journal of Research on Adolescence. 34, 884-896. https://doi.org/10.1111/jora.12966
  • Ackerman, K. A. (1991). Irrational beliefs and parenting stress (Unpublished doctoral dissertation). University of Alberta.
  • Andrews, S. M. (2009). Is mindfulness a luxury? Examining the role of socioeconomic status in the relationship between dispositional mindfulness and psychological distress (Unpublished master’s thesis). Southern Illinois University.
  • Aslan Gördesli, M., Arslan, R., Çekici, F., Aydın Sünbül, Z., & Malkoç, A. (2018). The psychometric properties of the mindfulness in parenting questionnaire in Turkish sample. European Journal of Education Studies, 5(5), 175-188. https://dx.doi.org/10.46827/ejes.v0i0.2054
  • Aydın, Y. E., & Buğa, A. (2020). Investigation of the parents’ irrational beliefs and parental self-efficacy of parents of gifted children. OPUS–Journal of Society Research, 15(22), 1373-1407. https://doi.org/10.26466/opus.640449
  • Aydın, A. (2023). Examining the mediating role of mindful parenting: A study on the relationship between parental emotion regulation difficulties and problem behaviors of children with ASD. Journal of Autism and Developmental Disorders, 53(5), 1873-1883. https://doi.org/10.1007/s10803-022-05455-9
  • Babbie, E. R. (1990). Survey research methods. Wadsworth Publishing Company, Inc.
  • Babbie, E. R. (2021). The practice of social research. Cengage AU.
  • Balkıs, M., & Duru, E. (2022). Irrational/Rational beliefs, procrastination, and life satisfaction: An empirical assessment of REBT models of psychological distress and psychological health model. Journal of Rational - Emotive & Cognitive - Behavior Therapy, 40(3), 566-582. https://doi.org/10.1007/s10942-021-00428-w
  • Böke, K. (2010). Sosyal bilimlerde araştırma yöntemleri [Research methods in social sciences] (1st ed.). Alfa.
  • Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133-144. https://doi.org/10.1007/s10826-009-9282-x
  • Burke, L. K., McGill, J., & Adler-Baeder, F. (2020). Exploring the links between facets of mindfulness and parenting efficacy and stress. Journal of Child and Family Studies, 29, 1679-1691. https://doi.org/10.1007/s10826-019-01692-2
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Colangelo, N., & Dettmann, D. F. (1983). A review of research on parents and families of gifted children. Exceptional Children, 50(1), 20-27. https://doi.org/10.1177/001440298305000103
  • Corthorn, C., & Milicic, N. (2016). Mindfulness and parenting: a correlational study of non-meditating mothers of preschool children. Journal of Child and Family Studies, 25(5), 1672-1683. https://dx.doi.org/10.1007/s10826-015-0319-z
  • Çakır, S., & Gültekin Akduman, G. G. (2023). The relationship between mothers’ conscious awareness and pre-school children’s anxiety levels and friendship skills. Gazi Journal of Education Science, 9(1), 73-93. https://dx.doi.org/10.30855/gjes.2023.09.01.004
  • Çekiç, A., Akbaş, T., & Hamamcı, Z. (2016). The effect of rational emotive parent education program on parents’ irrational beliefs and parenting stress. Journal of Human Sciences, 13(1), 2398-2417. https://doi:10.14687/ijhs.v13i1.3729
  • Çekiç, A., Kaya, I., & Buğa, A. (2019). Examining the relationship between parents’ irrational beliefs and life satisfaction. Kastamonu Education Journal, 27(2), 567-575. https://doi.org/10.24106/kefdergi.2594
  • Coşkun, U. H., Sağır, T. M., & Girli, A. (2019). Parental efficiency as a predictor of problem-solving skills of mothers who have gifted kids with special talents. International Journal of Educational Spectrum, 1(2), 106-130. https://dergipark.org.tr/tr/pub/ijesacademic/issue/46915/599014
  • David, D., Lynn, S. J., & Ellis, A. (Eds.). (2010). Rational and irrational beliefs: Research, theory, and clinical practice. Oxford University Press.
  • David, D. (2014). Some concerns about the psychological implications of mindfulness: A critical analysis. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 32(4), 313-324. https://psycnet.apa.org/doi/10.1007/s10942-014-0198-z
  • Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581-592. https://doi.org/10.1037/a0039512
  • Demetriou, C., Uzun Ozer, B., & Essau, C. A. (2015). Self-report questionnaires. In R. L. Cautin, & S. O. Lilienfeld (Eds.), The encyclopedia of clinical psychology (pp. 1-6). John Wiley & Sons. https://doi.org/10.1002/9781118625392.wbecp507
  • Demirkaya, H., Ünal, O., & Bozan, I. (2021). Gifted students from the parents’ perspectives. Trakya Journal of Education, 11(3), 1671-1687. https://10.24315/tred.970869
  • Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). A model of mindful parenting: implications for parent-child relationships and prevention research. Clinical Child and Family Psychology Review, 12, 255-270. https://doi.org/10.1007/s10567-009-0046-3
  • Durmaz, B. (2023). Çocukların gelişimi ile ilgili ebeveynlerin stres düzeyleri ve bilinçli farkındalıkları arasındaki ilişkinin incelenmesi [Investigation of the relationship between stress levels and conscious awareness of parents regarding the development of children] (Unpublished master’s thesis). KTO Karatay University.
  • Ellis, A. (2006). Rational emotive behavior therapy and the mindfulness-based stress reduction training of Jon Kabat-Zinn. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 24(1), 63-78. https://doi.org/10.1007/s10942-006-0024-3
  • Ellis, A., David, D., & Lynn, S. J. (2010). Rational and irrational beliefs: A historical and conceptual perspective. In D. David, S. J. Lynn, & A. Ellis (Eds.), Rational and irrational beliefs: Research, theory, and clinical practice (pp. 3-22). Oxford University Press.
  • Freeman, J. (2017). The long-term effects of families and educational provision on gifted children. In A. S. Melo & H. Fonseca (Eds.), Bases Intelectuales de la Excepcionalidad: Un Esquema Integrador Inteligencia emocional y alta habilidad Como as crianças sobredotadas estabelecem relações de amizade? [Intellectual bases of exceptionality: an integrative scheme emotional intelligence and high ability how do gifted children establish friendship relationships?] (pp. 96-112). ANEIS.
  • Fu, C., Tang, J., Chen, D., Zhang, R., Chong, Y. Z., & Xu, W. (2024). Mindful parenting and child behaviour problems: A chain mediating role of parental and child communicating performance. Psychology and Psychotherapy: Theory, Research and Practice, 97(1), 173-186. https://doi.org/10.1111/papt.12507
  • Gouveia, M. J., Carona, C., Canavarro, M. C., & Moreira, H. (2016). Self-compassion and dispositional mindfulness are associated with parenting styles and parenting stress: The mediating role of mindful parenting. Mindfulness, 7(3), 700-712. https://doi.org/10.1007/s12671-016-0507-y
  • Hofmann, S. G., & Asmundson, G. J. (2008). Acceptance and mindfulness-based therapy: New wave or old hat? Clinical Psychology Review, 28(1), 1-16. https://doi.org/10.1016/j.cpr.2007.09.003
  • Huynh, T., Kerr, M. L., Kim, C. N., Fourianalistyawati, E., Chang, V. Y. R., & Duncan, L. G. (2024). Parental Reflective Capacities: A Scoping Review of Mindful Parenting and Parental Reflective Functioning. Mindfulness, 15, 1531-1602. https://doi.org/10.1007/s12671-024-02379-6
  • Jennings, J. L., & Apsche, J. A. (2014). The evolution of a fundamentally mindfulness-based treatment methodology: From DBT and ACT to MDT and beyond. International Journal of Behavioral Consultation and Therapy, 9(2), 1-3. http://dx.doi.org/10.1037/h0100990
  • Jensen, C. G., Krogh, S. C., Westphael, G., & Hjordt, L. V. (2019). Mindfulness is positively related to socioeconomic job status and income and independently predicts mental distress in a long- term perspective: Danish validation studies of the five-factor mindfulness questionnaire. Psychological Assessment, 31(1), e1-e20. https://doi.org/10.1037/pas0000667
  • Jolly, J. L., & Matthews, M. S. (2012). A critique of the literature on parenting gifted learners. Journal for the Education of the Gifted, 35(3), 259-290. https://doi.org/10.1177/0162353212451703
  • Kabat-Zinn, J. (2013). Full catastrophe living, revised edition: how to cope with stress, pain and illness using mindfulness meditation. Hachette UK.
  • Kabat-Zinn, J., & Kabat-Zinn, M. (2021). Mindful parenting: perspectives on the heart of the matter. Mindfulness, 12(2), 266-268. https://doi.org/10.1007/s12671-020-01564-7
  • Kaya, I., & Hamamcı, Z. (2011). Development of the parent irrational beliefs scale. Educational Sciences: Theory & Practice, 11(3), 1149-1165.
  • Keirouz, K. S. (1990). Concerns of parents of gifted children: A research review. Gifted Child Quarterly, 34(2), 56-63. https://doi.org/10.1177/001698629003400202
  • Koshy, V., Brown, J., Jones, D., & Portman Smith, C. (2013). Exploring the views of parents of high ability children living in relative poverty. Educational Research, 55(3), 304-320. https://doi.org/10.1080/00131881.2013.825167
  • Kök, H. (2023). The need for school social work for gifted children and their families. Turkish Journal of Health Sciences and Research, 6(1), 63-90.
  • Köksal, A. (2020). Özel yetenekli bir çocuğun ebeveyni olmak [Being a parent of a specially talented child]. Çocuk ve Medeniyet, 5(10), 495-502.
  • Larrucea‐Iruretagoyena, M., Parent, J., & Orue, I. (2024). Family‐centered profiles of mindful parenting: Longitudinal associations with negative parenting and youth emotional and behavioral problems. Family Process. 1-14. https://doi.org/10.1111/famp.13030
  • Limbers, C. A., McCollum, C., & Greenwood, E. (2020). Physical activity moderates the association between parenting stress and quality of life in working mothers during the pandemic. Mental Health and Physical Activity, 19, 100358.
  • Lippold, M.A., Jensen, T. M., Duncan, L.G., & et al. (2021). Mindful parenting, parenting cognitions, and parent-youth communication: bidirectional linkages and mediational processes. Mindfulness, 12, 381-391. https://doi.org/10.1007/s12671-019-01119-5
  • MacDonald, E. E., & Hastings, R. P. (2010). Mindful parenting and care involvement of fathers of children with intellectual disabilities. Journal of Child and Family Studies, 19, 236-240. https://doi.org/10.1007/s10826-008-9243-9
  • Maglica, T., Ercegovac, I. R., & Ljubetić, M. (2020). Mindful parenting and behavioral problems in preschool children. Hrvatska Revija Za Rehabilitacijska Istrazivanja, 56(1), 44-57. http://dx.doi.org/10.31299/hrri.56.1.4
  • Maglica, T., Kalebić Jakupčević, K., & Reić Ercegovac, I. (2021). Risk behaviours in adolescence: predictive role of mindful parenting. Emotional and Behavioural Difficulties, 26(2), 151-162. https://doi.org/10.1080/13632752.2021.1923649
  • McCaffrey, S., Reitman, D., & Black, R. (2017). Mindfulness in parenting questionnaire (MIPQ): Development and validation of a measure of mindful parenting. Mindfulness, 8(1), 232-246. https://doi.org/10.1007/s12671-016-0596-7
  • Medeiros, C., Gouveia, M. J., Canavarro, M. C., & Moreira, H. (2016). The indirect effect of the mindful parenting of mothers and fathers on the child’s perceived well-being through the child’s attachment to parents. Mindfulness, 7(4), 916-927. https://doi.org/10.1007/s12670160530-z
  • Mellinger, D. I. (2010). Mindfulness and irrational beliefs. In D. David, S. J. Lynn, & A. Ellis (Eds.), Rational and irrational beliefs: Research, theory, and clinical practice (pp. 219-249). Oxford University Press.
  • Mettler, J., Khoury, B., Zito, S., Sadowski, I., & Heath, N. L. (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of School Psychology, 97, 43-62. https://doi.org/10.1016/j.jsp.2022.10.007
  • Ministry of National Education [MoNE] (2022, April 10). Bilim ve Sanat Merkezleri Nedir? [ What are Science and Art Centres?]. Retrieved from: https://orgm.meb.gov.tr/www/bilim-ve-sanat-merkezleri-nedir/icerik/1955
  • Moreira, H., & Canavarro, M. C. (2015). Individual and gender differences in mindful parenting: The role of attachment and caregiving representations. Personality and Individual Differences, 87, 13-19. https://doi.org/10.1016/j.paid.2015.07.021
  • Neece, C. L., Green, S. A., & Baker, B. L. (2012). Parenting stress and child behavior problems: A transactional relationship across time. American Journal on Intellectual and Developmental Disabilities, 117(1), 48-66. https://doi.org/10.1352/1944-7558- 117.1.48
  • Norouzi, E., Gerber, M., Masrour, F. F., Vaezmosavi, M., Pühse, U., & Brand, S. (2020). Implementation of a mindfulness-based stress reduction (MBSR) program to reduce stress, anxiety, and depression and to improve psychological well-being among retired Iranian football players. Psychology of Sport and Exercise, 47(2020), 101636. https://doi.org/10.1016/j.psychsport.2019.101636
  • Ogurlu, U., & Kahraman, S. (2018). Irrational beliefs of gifted children's parents in Turkey. Journal of Educational Issues, 4(1), 90-106. https://doi.org/10.5296/jei.v4i1.12633
  • Olszewski-Kubilius, P., Lee, S. Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199-216. https://doi.org/10.1177/0016986214526430
  • Orue, I., Calvete, E., Fernández-González, L., Gomez-Odriozola, J., Royuela-Colomer, E., & Cortázar, N. (2020). A Spanish adaptation of the mindfulness in parenting questionnaire. Psicothema, 32(1), 130-137. https://10.7334/psicothema2019.260
  • Özbiler, Ş. (2017). An investigating irrational belief of mothers for their children. Turkish International Journal of Special Education and Guidance & Counseling, 6(2). 27-39.
  • Parent, J., McKee, L. G., Rough, J. N., & Forehand R. (2016).The association of parent mindfulness with parenting and youth psychopathology across three developmental stages. Journal of Abnormal Child Psychology. 44(1), 191-202. http://doi.org/ 10.1007/s10802-015-9978-x
  • Papadopoulos, D. (2021). Parenting the exceptional social-emotional needs of gifted and talented children: What do we know? Children, 8(11), 953, 1-15. https://doi.org/10.3390/children8110953
  • Renati, R., Bonfiglio, N. S., Dilda, M., Mascia, M. L., & Penna, M. P. (2023). Gifted children through the eyes of their parents: Talents, social-emotional challenges, and educational strategies from preschool through middle school. Children, 10(1), 42, 1-18. https://doi.org/10.3390/children10010042
  • Rivera, C.E., Coyne, L.W., Daigle, K.M., Guzick, A., Reid, A., & Shea, S. (2022). Mindfulness, parenting behavior, and children’s mental health: An investigation among diverse, low-income mothers of preschool aged children. Journal of Contextual Behavioral Science, 24, 79-86. https://doi.org/10.1016/j.jcbs.2022.03.003
  • Sears, S., & Kraus, S. (2009). I think therefore I am: Cognitive distortions and coping style as mediators for the effects of mindfulness meditation on anxiety, positive and negative effect, and hope. Journal of Clinical Psychology, 65(6), 561-573. https://doi.org/10.1002/jclp.20543
  • Sezgin, E. (2022). Investigation of the relationship between the psychological resilience of children aged 5-6 years: Mindfulness in parenting and father-child relationship. Turkish Studies, 17(2), 273-298. https://dx.doi.org/10.7827/TurkishStudies.55657
  • Siu, A. F. Y., Ma, Y., & Chui, F. W. Y. (2016). Maternal mindfulness and child social behavior: The mediating role of the mother-child relationship. Mindfulness, 7, 577-583.
  • Smith, J. D., & Dishion, T. J. (2014). Mindful parenting in the development and maintenance of youth psychopathology. In J. Ehrenreich-May & B. C. Chu (Eds.), Transdiagnostic treatments for children and adolescents: Principles and practice (pp. 138-158). The Guilford Press.
  • Shmueli, N., Bitton, S., Malkinson, R., & Tuval-Mshiach, R. (2021). Familial thinking patterns: Rational and irrational beliefs during a life transition. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40, 86–102. https://doi.org/10.1007/s10942-021-00400-8
  • Shorey, S., & Ng, E. D. (2021). The efficacy of mindful parenting interventions: A systematic review and meta-analysis. International Journal of Nursing Studies, 121(103996), 1-15. https://doi.org/10.1016/j.ijnurstu.2021.103996 0020-7489
  • Söğüt, R., & Çekiç, A. (2020). Comparison of stress level and perceptions of competence related to parenting of parents with gifted and non-gifted children. Journal of Development and Psychology, 1(1), 1-15.
  • Starko, T., J. (1991). Parent stress and parent irrational beliefs: mother-father differences (unpublished master’s thesis). University of Alberta.
  • Stefan, S., & David, D. (2020). Mindfulness in therapy: A critical analysis. International Journal of Clinical and Experimental Hypnosis, 68(2), 167-182. https://doi.org/10.1080/00207144.2020.1720514
  • Tiba, A. I., Trip, S., Bora, C. H., Drugas, M., Borz, F., Miclăuş D. C., Voss, L., Iova, S.C., & Pop, S. (2023). Positive irrational beliefs are associated with hypomanic personality. Frontiers in Psychology. 14. http://doi.org/10.3389/fpsyg.2023.1053486
  • Tóth, R., Turner, M. J., Kökény, T. & Tóth, L. (2022) “I must be perfect”: The role of irrational beliefs and perfectionism on the competitive anxiety of Hungarian athletes. Frontiers in Psychology. 13. http://doi.org/10.3389/fpsyg.2022.994126
  • Trip, S., Dume, C., Bora, C. H., McMahon, J., & Baroll, B. (2019). The efficiency of rational-emotive behavioral education for parents. Journal of Psychological and Educational Research, 27(1), 61-84.
  • Yaman, D. Y., & Sökmez, A. B. (2020). A case study on social-emotional problems in gifted children. Elementary Education Online, 19(3), 1768-1780. http://doi:10.17051/ilkonline.2020.735156
  • Vîslă, A., Flückiger, C., Grosse Holtforth, M., & David, D. (2016). Irrational beliefs and Psychological distress: A meta-analysis. Psychotherapy and Psychosomatics, 85(1), 8-15. https://doi.org/10.1159/000441231
  • Wang, M., Chen, D., & Xu, W. (2023). Is Mindful Parenting Associated with School-Aged Children’s Meta-Mood? Exploring the Role of Children’s Mindfulness. Psychological Reports. https://doi.org/10.1177/00332941231211514
  • Warren, J. M., & Locklear, L. A. (2021). The role of parental involvement, including parenting beliefs and styles, in the academic success of American Indian students. Professional School Counseling, 25(1), 1-10. https://doi.org/10.1177/2156759X20985837

Üstün yetenekli Türk öğrencilerin ebeveynlerinin bilinçli ebeveynliği ve akılcı olmayan inançları

Yıl 2024, Cilt: 13 Sayı: 4, 288 - 307, 31.10.2024
https://doi.org/10.19128/turje.1408996

Öz

Bu çalışmanın amacı iki yönlüdür. Öncelikle üstün yetenekli öğrencilerin ebeveynlerinin (n=202) akılcı olmayan inanç düzeylerini ve ebeveynlerin bilinçli farkındalık düzeylerini incelemektir. İkinci olarak ebeveynlerin akılcı olmayan inanç düzeylerinin ebeveynlik konusundaki farkındalık düzeylerini açıklayıp açıklamadığını araştırmaktır. Bulgular, ailelerin ebeveynlikte bilinçli farkındalık düzeylerinin düşük olmadığını ve ebeveynlerin akılcı olmayan inanç düzeylerinin de yüksek olmadığını göstermektedir. Ebeveynlikte Bilinçli Farkındalık Ölçeği (EBFÖ) toplam puanları ile ebeveynlerin eğitim düzeyi ve aylık gelir düzeyi değişkenlerini dikkate alan alt ölçek puanları arasında anlamlı bir fark bulunmamıştır. EBFÖ’nin bir alt ölçeğinde annelerin elde ettiği puanlar, babaların elde ettiği puanlardan anlamlı derecede yüksektir. Ebeveynlerin aylık gelir düzeyi ve eğitim durumu değişkenleri açısından Ebeveynlerin Akılcı Olmayan İnançları Ölçeği (EAİÖ) toplam ve alt test puanları düzeyinde anlamlı farklılıklar elde edilmiştir. Ebeveynlerin EBFÖ ve EAİÖ toplam puanları negatif yönde anlamlı düşük korelasyon göstermiş ve toplam EAİÖ puanları EBFÖ puanlarındaki %4,56'lık varyansı açıklamıştır. Ebeveynlerin akılcı olmayan inanç düzeyleri azaldıkça ebeveynlikte bilinçli farkındalık artmaktadır. Ayrıca ebeveynlikte bilinçli farkındalığı açıklayan değişkenlerden birisi, ebeveynlerin akılcı olmayan inançlarıdır.

Kaynakça

  • Acet, P., Midouhas, E., & Oliver, B. R. (2024). Household chaos and child problem behaviors: A cross cultural examination of the mediating and moderating role of mindful parenting. Journal of Research on Adolescence. 34, 884-896. https://doi.org/10.1111/jora.12966
  • Ackerman, K. A. (1991). Irrational beliefs and parenting stress (Unpublished doctoral dissertation). University of Alberta.
  • Andrews, S. M. (2009). Is mindfulness a luxury? Examining the role of socioeconomic status in the relationship between dispositional mindfulness and psychological distress (Unpublished master’s thesis). Southern Illinois University.
  • Aslan Gördesli, M., Arslan, R., Çekici, F., Aydın Sünbül, Z., & Malkoç, A. (2018). The psychometric properties of the mindfulness in parenting questionnaire in Turkish sample. European Journal of Education Studies, 5(5), 175-188. https://dx.doi.org/10.46827/ejes.v0i0.2054
  • Aydın, Y. E., & Buğa, A. (2020). Investigation of the parents’ irrational beliefs and parental self-efficacy of parents of gifted children. OPUS–Journal of Society Research, 15(22), 1373-1407. https://doi.org/10.26466/opus.640449
  • Aydın, A. (2023). Examining the mediating role of mindful parenting: A study on the relationship between parental emotion regulation difficulties and problem behaviors of children with ASD. Journal of Autism and Developmental Disorders, 53(5), 1873-1883. https://doi.org/10.1007/s10803-022-05455-9
  • Babbie, E. R. (1990). Survey research methods. Wadsworth Publishing Company, Inc.
  • Babbie, E. R. (2021). The practice of social research. Cengage AU.
  • Balkıs, M., & Duru, E. (2022). Irrational/Rational beliefs, procrastination, and life satisfaction: An empirical assessment of REBT models of psychological distress and psychological health model. Journal of Rational - Emotive & Cognitive - Behavior Therapy, 40(3), 566-582. https://doi.org/10.1007/s10942-021-00428-w
  • Böke, K. (2010). Sosyal bilimlerde araştırma yöntemleri [Research methods in social sciences] (1st ed.). Alfa.
  • Burke, C. A. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19(2), 133-144. https://doi.org/10.1007/s10826-009-9282-x
  • Burke, L. K., McGill, J., & Adler-Baeder, F. (2020). Exploring the links between facets of mindfulness and parenting efficacy and stress. Journal of Child and Family Studies, 29, 1679-1691. https://doi.org/10.1007/s10826-019-01692-2
  • Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Erlbaum.
  • Colangelo, N., & Dettmann, D. F. (1983). A review of research on parents and families of gifted children. Exceptional Children, 50(1), 20-27. https://doi.org/10.1177/001440298305000103
  • Corthorn, C., & Milicic, N. (2016). Mindfulness and parenting: a correlational study of non-meditating mothers of preschool children. Journal of Child and Family Studies, 25(5), 1672-1683. https://dx.doi.org/10.1007/s10826-015-0319-z
  • Çakır, S., & Gültekin Akduman, G. G. (2023). The relationship between mothers’ conscious awareness and pre-school children’s anxiety levels and friendship skills. Gazi Journal of Education Science, 9(1), 73-93. https://dx.doi.org/10.30855/gjes.2023.09.01.004
  • Çekiç, A., Akbaş, T., & Hamamcı, Z. (2016). The effect of rational emotive parent education program on parents’ irrational beliefs and parenting stress. Journal of Human Sciences, 13(1), 2398-2417. https://doi:10.14687/ijhs.v13i1.3729
  • Çekiç, A., Kaya, I., & Buğa, A. (2019). Examining the relationship between parents’ irrational beliefs and life satisfaction. Kastamonu Education Journal, 27(2), 567-575. https://doi.org/10.24106/kefdergi.2594
  • Coşkun, U. H., Sağır, T. M., & Girli, A. (2019). Parental efficiency as a predictor of problem-solving skills of mothers who have gifted kids with special talents. International Journal of Educational Spectrum, 1(2), 106-130. https://dergipark.org.tr/tr/pub/ijesacademic/issue/46915/599014
  • David, D., Lynn, S. J., & Ellis, A. (Eds.). (2010). Rational and irrational beliefs: Research, theory, and clinical practice. Oxford University Press.
  • David, D. (2014). Some concerns about the psychological implications of mindfulness: A critical analysis. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 32(4), 313-324. https://psycnet.apa.org/doi/10.1007/s10942-014-0198-z
  • Davidson, R. J., & Kaszniak, A. W. (2015). Conceptual and methodological issues in research on mindfulness and meditation. American Psychologist, 70(7), 581-592. https://doi.org/10.1037/a0039512
  • Demetriou, C., Uzun Ozer, B., & Essau, C. A. (2015). Self-report questionnaires. In R. L. Cautin, & S. O. Lilienfeld (Eds.), The encyclopedia of clinical psychology (pp. 1-6). John Wiley & Sons. https://doi.org/10.1002/9781118625392.wbecp507
  • Demirkaya, H., Ünal, O., & Bozan, I. (2021). Gifted students from the parents’ perspectives. Trakya Journal of Education, 11(3), 1671-1687. https://10.24315/tred.970869
  • Duncan, L. G., Coatsworth, J. D., & Greenberg, M. T. (2009). A model of mindful parenting: implications for parent-child relationships and prevention research. Clinical Child and Family Psychology Review, 12, 255-270. https://doi.org/10.1007/s10567-009-0046-3
  • Durmaz, B. (2023). Çocukların gelişimi ile ilgili ebeveynlerin stres düzeyleri ve bilinçli farkındalıkları arasındaki ilişkinin incelenmesi [Investigation of the relationship between stress levels and conscious awareness of parents regarding the development of children] (Unpublished master’s thesis). KTO Karatay University.
  • Ellis, A. (2006). Rational emotive behavior therapy and the mindfulness-based stress reduction training of Jon Kabat-Zinn. Journal of Rational-Emotive and Cognitive-Behavior Therapy, 24(1), 63-78. https://doi.org/10.1007/s10942-006-0024-3
  • Ellis, A., David, D., & Lynn, S. J. (2010). Rational and irrational beliefs: A historical and conceptual perspective. In D. David, S. J. Lynn, & A. Ellis (Eds.), Rational and irrational beliefs: Research, theory, and clinical practice (pp. 3-22). Oxford University Press.
  • Freeman, J. (2017). The long-term effects of families and educational provision on gifted children. In A. S. Melo & H. Fonseca (Eds.), Bases Intelectuales de la Excepcionalidad: Un Esquema Integrador Inteligencia emocional y alta habilidad Como as crianças sobredotadas estabelecem relações de amizade? [Intellectual bases of exceptionality: an integrative scheme emotional intelligence and high ability how do gifted children establish friendship relationships?] (pp. 96-112). ANEIS.
  • Fu, C., Tang, J., Chen, D., Zhang, R., Chong, Y. Z., & Xu, W. (2024). Mindful parenting and child behaviour problems: A chain mediating role of parental and child communicating performance. Psychology and Psychotherapy: Theory, Research and Practice, 97(1), 173-186. https://doi.org/10.1111/papt.12507
  • Gouveia, M. J., Carona, C., Canavarro, M. C., & Moreira, H. (2016). Self-compassion and dispositional mindfulness are associated with parenting styles and parenting stress: The mediating role of mindful parenting. Mindfulness, 7(3), 700-712. https://doi.org/10.1007/s12671-016-0507-y
  • Hofmann, S. G., & Asmundson, G. J. (2008). Acceptance and mindfulness-based therapy: New wave or old hat? Clinical Psychology Review, 28(1), 1-16. https://doi.org/10.1016/j.cpr.2007.09.003
  • Huynh, T., Kerr, M. L., Kim, C. N., Fourianalistyawati, E., Chang, V. Y. R., & Duncan, L. G. (2024). Parental Reflective Capacities: A Scoping Review of Mindful Parenting and Parental Reflective Functioning. Mindfulness, 15, 1531-1602. https://doi.org/10.1007/s12671-024-02379-6
  • Jennings, J. L., & Apsche, J. A. (2014). The evolution of a fundamentally mindfulness-based treatment methodology: From DBT and ACT to MDT and beyond. International Journal of Behavioral Consultation and Therapy, 9(2), 1-3. http://dx.doi.org/10.1037/h0100990
  • Jensen, C. G., Krogh, S. C., Westphael, G., & Hjordt, L. V. (2019). Mindfulness is positively related to socioeconomic job status and income and independently predicts mental distress in a long- term perspective: Danish validation studies of the five-factor mindfulness questionnaire. Psychological Assessment, 31(1), e1-e20. https://doi.org/10.1037/pas0000667
  • Jolly, J. L., & Matthews, M. S. (2012). A critique of the literature on parenting gifted learners. Journal for the Education of the Gifted, 35(3), 259-290. https://doi.org/10.1177/0162353212451703
  • Kabat-Zinn, J. (2013). Full catastrophe living, revised edition: how to cope with stress, pain and illness using mindfulness meditation. Hachette UK.
  • Kabat-Zinn, J., & Kabat-Zinn, M. (2021). Mindful parenting: perspectives on the heart of the matter. Mindfulness, 12(2), 266-268. https://doi.org/10.1007/s12671-020-01564-7
  • Kaya, I., & Hamamcı, Z. (2011). Development of the parent irrational beliefs scale. Educational Sciences: Theory & Practice, 11(3), 1149-1165.
  • Keirouz, K. S. (1990). Concerns of parents of gifted children: A research review. Gifted Child Quarterly, 34(2), 56-63. https://doi.org/10.1177/001698629003400202
  • Koshy, V., Brown, J., Jones, D., & Portman Smith, C. (2013). Exploring the views of parents of high ability children living in relative poverty. Educational Research, 55(3), 304-320. https://doi.org/10.1080/00131881.2013.825167
  • Kök, H. (2023). The need for school social work for gifted children and their families. Turkish Journal of Health Sciences and Research, 6(1), 63-90.
  • Köksal, A. (2020). Özel yetenekli bir çocuğun ebeveyni olmak [Being a parent of a specially talented child]. Çocuk ve Medeniyet, 5(10), 495-502.
  • Larrucea‐Iruretagoyena, M., Parent, J., & Orue, I. (2024). Family‐centered profiles of mindful parenting: Longitudinal associations with negative parenting and youth emotional and behavioral problems. Family Process. 1-14. https://doi.org/10.1111/famp.13030
  • Limbers, C. A., McCollum, C., & Greenwood, E. (2020). Physical activity moderates the association between parenting stress and quality of life in working mothers during the pandemic. Mental Health and Physical Activity, 19, 100358.
  • Lippold, M.A., Jensen, T. M., Duncan, L.G., & et al. (2021). Mindful parenting, parenting cognitions, and parent-youth communication: bidirectional linkages and mediational processes. Mindfulness, 12, 381-391. https://doi.org/10.1007/s12671-019-01119-5
  • MacDonald, E. E., & Hastings, R. P. (2010). Mindful parenting and care involvement of fathers of children with intellectual disabilities. Journal of Child and Family Studies, 19, 236-240. https://doi.org/10.1007/s10826-008-9243-9
  • Maglica, T., Ercegovac, I. R., & Ljubetić, M. (2020). Mindful parenting and behavioral problems in preschool children. Hrvatska Revija Za Rehabilitacijska Istrazivanja, 56(1), 44-57. http://dx.doi.org/10.31299/hrri.56.1.4
  • Maglica, T., Kalebić Jakupčević, K., & Reić Ercegovac, I. (2021). Risk behaviours in adolescence: predictive role of mindful parenting. Emotional and Behavioural Difficulties, 26(2), 151-162. https://doi.org/10.1080/13632752.2021.1923649
  • McCaffrey, S., Reitman, D., & Black, R. (2017). Mindfulness in parenting questionnaire (MIPQ): Development and validation of a measure of mindful parenting. Mindfulness, 8(1), 232-246. https://doi.org/10.1007/s12671-016-0596-7
  • Medeiros, C., Gouveia, M. J., Canavarro, M. C., & Moreira, H. (2016). The indirect effect of the mindful parenting of mothers and fathers on the child’s perceived well-being through the child’s attachment to parents. Mindfulness, 7(4), 916-927. https://doi.org/10.1007/s12670160530-z
  • Mellinger, D. I. (2010). Mindfulness and irrational beliefs. In D. David, S. J. Lynn, & A. Ellis (Eds.), Rational and irrational beliefs: Research, theory, and clinical practice (pp. 219-249). Oxford University Press.
  • Mettler, J., Khoury, B., Zito, S., Sadowski, I., & Heath, N. L. (2023). Mindfulness-based programs and school adjustment: A systematic review and meta-analysis. Journal of School Psychology, 97, 43-62. https://doi.org/10.1016/j.jsp.2022.10.007
  • Ministry of National Education [MoNE] (2022, April 10). Bilim ve Sanat Merkezleri Nedir? [ What are Science and Art Centres?]. Retrieved from: https://orgm.meb.gov.tr/www/bilim-ve-sanat-merkezleri-nedir/icerik/1955
  • Moreira, H., & Canavarro, M. C. (2015). Individual and gender differences in mindful parenting: The role of attachment and caregiving representations. Personality and Individual Differences, 87, 13-19. https://doi.org/10.1016/j.paid.2015.07.021
  • Neece, C. L., Green, S. A., & Baker, B. L. (2012). Parenting stress and child behavior problems: A transactional relationship across time. American Journal on Intellectual and Developmental Disabilities, 117(1), 48-66. https://doi.org/10.1352/1944-7558- 117.1.48
  • Norouzi, E., Gerber, M., Masrour, F. F., Vaezmosavi, M., Pühse, U., & Brand, S. (2020). Implementation of a mindfulness-based stress reduction (MBSR) program to reduce stress, anxiety, and depression and to improve psychological well-being among retired Iranian football players. Psychology of Sport and Exercise, 47(2020), 101636. https://doi.org/10.1016/j.psychsport.2019.101636
  • Ogurlu, U., & Kahraman, S. (2018). Irrational beliefs of gifted children's parents in Turkey. Journal of Educational Issues, 4(1), 90-106. https://doi.org/10.5296/jei.v4i1.12633
  • Olszewski-Kubilius, P., Lee, S. Y., & Thomson, D. (2014). Family environment and social development in gifted students. Gifted Child Quarterly, 58(3), 199-216. https://doi.org/10.1177/0016986214526430
  • Orue, I., Calvete, E., Fernández-González, L., Gomez-Odriozola, J., Royuela-Colomer, E., & Cortázar, N. (2020). A Spanish adaptation of the mindfulness in parenting questionnaire. Psicothema, 32(1), 130-137. https://10.7334/psicothema2019.260
  • Özbiler, Ş. (2017). An investigating irrational belief of mothers for their children. Turkish International Journal of Special Education and Guidance & Counseling, 6(2). 27-39.
  • Parent, J., McKee, L. G., Rough, J. N., & Forehand R. (2016).The association of parent mindfulness with parenting and youth psychopathology across three developmental stages. Journal of Abnormal Child Psychology. 44(1), 191-202. http://doi.org/ 10.1007/s10802-015-9978-x
  • Papadopoulos, D. (2021). Parenting the exceptional social-emotional needs of gifted and talented children: What do we know? Children, 8(11), 953, 1-15. https://doi.org/10.3390/children8110953
  • Renati, R., Bonfiglio, N. S., Dilda, M., Mascia, M. L., & Penna, M. P. (2023). Gifted children through the eyes of their parents: Talents, social-emotional challenges, and educational strategies from preschool through middle school. Children, 10(1), 42, 1-18. https://doi.org/10.3390/children10010042
  • Rivera, C.E., Coyne, L.W., Daigle, K.M., Guzick, A., Reid, A., & Shea, S. (2022). Mindfulness, parenting behavior, and children’s mental health: An investigation among diverse, low-income mothers of preschool aged children. Journal of Contextual Behavioral Science, 24, 79-86. https://doi.org/10.1016/j.jcbs.2022.03.003
  • Sears, S., & Kraus, S. (2009). I think therefore I am: Cognitive distortions and coping style as mediators for the effects of mindfulness meditation on anxiety, positive and negative effect, and hope. Journal of Clinical Psychology, 65(6), 561-573. https://doi.org/10.1002/jclp.20543
  • Sezgin, E. (2022). Investigation of the relationship between the psychological resilience of children aged 5-6 years: Mindfulness in parenting and father-child relationship. Turkish Studies, 17(2), 273-298. https://dx.doi.org/10.7827/TurkishStudies.55657
  • Siu, A. F. Y., Ma, Y., & Chui, F. W. Y. (2016). Maternal mindfulness and child social behavior: The mediating role of the mother-child relationship. Mindfulness, 7, 577-583.
  • Smith, J. D., & Dishion, T. J. (2014). Mindful parenting in the development and maintenance of youth psychopathology. In J. Ehrenreich-May & B. C. Chu (Eds.), Transdiagnostic treatments for children and adolescents: Principles and practice (pp. 138-158). The Guilford Press.
  • Shmueli, N., Bitton, S., Malkinson, R., & Tuval-Mshiach, R. (2021). Familial thinking patterns: Rational and irrational beliefs during a life transition. Journal of Rational-Emotive & Cognitive-Behavior Therapy, 40, 86–102. https://doi.org/10.1007/s10942-021-00400-8
  • Shorey, S., & Ng, E. D. (2021). The efficacy of mindful parenting interventions: A systematic review and meta-analysis. International Journal of Nursing Studies, 121(103996), 1-15. https://doi.org/10.1016/j.ijnurstu.2021.103996 0020-7489
  • Söğüt, R., & Çekiç, A. (2020). Comparison of stress level and perceptions of competence related to parenting of parents with gifted and non-gifted children. Journal of Development and Psychology, 1(1), 1-15.
  • Starko, T., J. (1991). Parent stress and parent irrational beliefs: mother-father differences (unpublished master’s thesis). University of Alberta.
  • Stefan, S., & David, D. (2020). Mindfulness in therapy: A critical analysis. International Journal of Clinical and Experimental Hypnosis, 68(2), 167-182. https://doi.org/10.1080/00207144.2020.1720514
  • Tiba, A. I., Trip, S., Bora, C. H., Drugas, M., Borz, F., Miclăuş D. C., Voss, L., Iova, S.C., & Pop, S. (2023). Positive irrational beliefs are associated with hypomanic personality. Frontiers in Psychology. 14. http://doi.org/10.3389/fpsyg.2023.1053486
  • Tóth, R., Turner, M. J., Kökény, T. & Tóth, L. (2022) “I must be perfect”: The role of irrational beliefs and perfectionism on the competitive anxiety of Hungarian athletes. Frontiers in Psychology. 13. http://doi.org/10.3389/fpsyg.2022.994126
  • Trip, S., Dume, C., Bora, C. H., McMahon, J., & Baroll, B. (2019). The efficiency of rational-emotive behavioral education for parents. Journal of Psychological and Educational Research, 27(1), 61-84.
  • Yaman, D. Y., & Sökmez, A. B. (2020). A case study on social-emotional problems in gifted children. Elementary Education Online, 19(3), 1768-1780. http://doi:10.17051/ilkonline.2020.735156
  • Vîslă, A., Flückiger, C., Grosse Holtforth, M., & David, D. (2016). Irrational beliefs and Psychological distress: A meta-analysis. Psychotherapy and Psychosomatics, 85(1), 8-15. https://doi.org/10.1159/000441231
  • Wang, M., Chen, D., & Xu, W. (2023). Is Mindful Parenting Associated with School-Aged Children’s Meta-Mood? Exploring the Role of Children’s Mindfulness. Psychological Reports. https://doi.org/10.1177/00332941231211514
  • Warren, J. M., & Locklear, L. A. (2021). The role of parental involvement, including parenting beliefs and styles, in the academic success of American Indian students. Professional School Counseling, 25(1), 1-10. https://doi.org/10.1177/2156759X20985837
Toplam 81 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Rehberlik ve Psikolojik Danışmanlık (Diğer), Özel Yetenekli Eğitimi
Bölüm Araştırma Makaleleri
Yazarlar

Şule Güçyeter 0000-0002-5483-3222

Faika Şanal Karahan 0000-0002-3526-8483

Seydi Aktuğ 0000-0002-7779-1088

Yayımlanma Tarihi 31 Ekim 2024
Gönderilme Tarihi 23 Aralık 2023
Kabul Tarihi 29 Temmuz 2024
Yayımlandığı Sayı Yıl 2024 Cilt: 13 Sayı: 4

Kaynak Göster

APA Güçyeter, Ş., Şanal Karahan, F., & Aktuğ, S. (2024). Mindful parenting and irrational beliefs of Turkish gifted students’ parents. Turkish Journal of Education, 13(4), 288-307. https://doi.org/10.19128/turje.1408996

Turkish Journal of Education is licensed under CC BY-NC 4.0