Araştırma Makalesi
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Akran Şiddetine Maruz Kalma ve Öğrenmede Öz Düzenleme Değişkenleri Açısından Okul Öncesinde Okula Uyum

Yıl 2022, , 102 - 112, 28.04.2022
https://doi.org/10.32960/uead.1056705

Öz

Araştırmanın amacı, akran şiddetine maruz kalma ve öğrenmede öz düzenleme değişkenleri açısından okul öncesinde okula uyumun incelenmesidir. Araştırma, ilişkisel tarama modelinde desenlenmiş olan nicel bir çalışmadır. Araştırmada kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Araştırmanın örneklemini Gaziantep ilinde okul öncesi eğitime devam eden, normal gelişim özelliği gösteren 5 yaş grubundan 173 çocuk oluşturmaktadır. Veriler, 5-6 Yaş Çocukları İçin Okul Uyumu Öğretmen Değerlendirme Ölçeği, Akran Saldırganlığına Maruz Kalma Ölçeği ve Bağımsız Öğrenme Davranışları Ölçeği (3-5 yaş) ölçme araçları kullanılarak elde edilmiştir. Araştırma sorularına cevap bulmak amacıyla Pearson Momentler Çarpımı Korelasyon Katsayısı, Basit Doğrusal Regresyon ve Çoklu Regresyon Analizleri uygulanmıştır. Analiz sonuçlarına göre akran şiddetine maruz kalma, öğrenmede öz düzenleme ve okula uyum değişkenlerinin birbirleriyle anlamlı düzeyde ilişkileri bulunmaktadır. Akran şiddetine maruz kalma değişkeninin hem öğrenmede öz düzenleme davranışları hem de okula uyum ile negatif yönde ilişki bulunduğu görülmüştür. Öğrenmede öz düzenleme ile okula uyum arasında ise olumlu yönde anlamlı ilişki olduğu belirlenmiştir. Akran şiddetine maruz kalma ve öğrenmede öz düzenleme çocukların okula uyum düzeyini ayrı ayrı anlamlı düzeyde yordamıştır. Öğrenmede öz düzenlemenin okula uyumu yordayıcılık etkisinin, akran şiddetine maruz kalmadan daha yüksek düzeyde olduğu ortaya konulmuştur. Ayrıca akran şiddetine maruz kalma değişkeni ile öğrenmede öz düzenleme değişkeninin, birlikte okula uyumun yordanmasına anlamlı katkı sağladığı da belirlenmiştir.

Kaynakça

  • Bağçeli Kahraman, P. (2020). Yaşamın ilk yıllarında okula uyumu etkileyen unsurlar. (Ed. H. Gülay Ogelman). Yaşamın ilk yıllarında okula uyum (s. 39-74). Ankara: Eğiten Kitap.
  • Bodrova, E., & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Columbus, OH: Merrill/Prentice Hall.
  • Buyse, E., Verschueren, K., Verachtert, P., & Damme, J. V. (2009). Predicting schoola djustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. The Elementary School Journal, 110, 119–141.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö., Karadeniz, A., & Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: PegemA Yayınları.
  • Chester, K. L., Callaghan, M., Cosma, A., Donnelly, P., Craig, W., Walsh, S., & Molcho, M. (2015). Cross-national time trends in bullying victimization in 33 countries among children aged 11, 13 and 15 from 2002 to 2010. The European Journal of Public Health, 25(2), 61–64.
  • Cuevas, C. A., Finkelhor, D., Turner, H. A., & Ormrod, R. K. (2007). Juvenile delinquency and victimization: A theoretical typology. Journal of Interpersonal Violence, 22, 1581–1602.
  • Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341.
  • Edmonds, W. A., & Kennedy, T. D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications, Inc.
  • Feeney-Kettler, K. A., Kratochwill, T. R., & Kettler, R. J. (2011). Identification of preschool children at risk for emotional and behavioral disorders: development and validation of a universal screening system. Journal of School Psychology, 49, 197–216.
  • Garner, P. W., Dunsmore, J. C., & Bassett, H. H. (2020). Direct and indirect pathways to early school adjustment: Roles of young children’s mental representations and peer victimization. Early Childhood Research Ouarterly, 51, 100-109.
  • Gaxiola-Romero, J. C., Gaxiola-Villa, E., Corral-Frias, N. S., & Escobedo-Hernandez, P. (2020). Positive learning environment, academic engagement and self-regulated learning in high school students. Acta Colombiana de Psicología, 23(2), 267-278.
  • Grolnick, W. S., & Raftery-Helmer, J. N. (2015). Contexts supporting self-regulated learning at school transitions. In T. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 251–276). American Psychological Association.
  • Grouzet, M. E., Sokol, B. W., & Müller, U. (2013). Self-regulation and autonomy: An introduction. In B. W. Sokol, M. E. Grouzet, & U. Müller (Eds.). Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 1-16). New York: Cambridge University Press.
  • Gülay, H. (2008). 5-6 yaş çocuklarına yönelik akran ilişkileri ölçeklerinin geçerlik güvenirlik çalışmaları ve akran ilişkilerinin çeşitli değişkenler açısından incelenmesi. Doktora tezi, İstanbul: Marmara Üniversitesi.
  • Gülay Ogelman, H., & Güngör, H. (2020). Akran ilişkileri ve okula uyum. (Ed. H. Gülay Ogelman). Yaşamın ilk yıllarında okula uyum (s. 139-158). Ankara: Eğiten Kitap.
  • Hanish, L. D., Eisenberg, N., Fabes, R. A., Spinrad, T. L., Ryan, P., & Schmidt, S. (2004). The expression and regulation of negative emotions: Risk factors for young children’s peer victimization. Development and Psychopathology, 16, 335–353.
  • Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. The Journal of Genetic Psychology, 174, 642–663.
  • Hutchinson, L. R., Perry, N. E., & Shapka, J. D. (2021). Assessing young children’s self-regulation in school contexts. Assessment in Education: Principles, Policy & Practice, 1-39.
  • Jeong, J., & Frye, D. (2020). Quarterly self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17-27.
  • Kim, J.-H., Kim, J. Y., & Kim, S.-S. (2016). School violence, depressive symptoms, and help-seeking behavior: A gender-stratified analysis of biethnic adolescents in South Korea. Journal of Preventive Medicine and Public Health, 49(1): 61–68.
  • Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67, 1305–1317.
  • Kochenderfer, B. J., & Ladd, G. W. (1997). Victimized children's responses to peers' aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9(1), 59-73.
  • Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109(6), 826–841.
  • Ladd, G. W., & S. M. Profilet. (1996). The Child Behavior Scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology 32, 1008–1024.
  • Ladd, G. W., Kochenfender, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103-1118.
  • Leeuwis, F. H., Koot, H. M., Creemers, D. H. M., & van Lier, P. A. C. (2015). Implicit and explicit self-esteem discrepancies, victimization and the development of late childhood internalizing problems. Journal of Abnormal Child Psychology, 43(5), 909–919.
  • McDermott, P. A., Rikoon, S. H., & Fantuzzo, J. W. (2018). Transition and protective agency of early childhood learning behaviors as portents of later school attendance and adjustment. Journal of School Psychology, 54, 59-75.
  • McIntyre, L. L., Blacher, J., & Baker, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research, 50(5), 349-361.
  • Önder, A., & Gülay, H. (2010). Reliability and validity of the Teacher Rating Scale of School Adjustment for 5-6 years of children. International Online Journal of Educational Sciences, 2(1), 204-224.
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2017.00422.
  • Perry, N. E., Hutchinson, L. R., Yee, N., & Määttä, E. (2018). Advances in studying classrooms as contexts for supporting young children’s self-regulation and self-regulated learning. In D. Schunk & J. Greene (Eds.), Handbook of learning and performance (pp.457–472). (2nd ed.). Routledge.
  • Rakovic, M., Bernacki, M. L., Greene, J. A., Plumley, R. D., Hogan, K. A., Gates, K. M., & Panter, A. T. (2022). Examining the critical role of evaluation and adaptation in self-regulated learning. Contemporary Educational Psychology, 68, 102027.
  • Saraç, S., Karakelle, S., & Whitebread, D. (2019). Okul Öncesi Çocuklar için Bağımsız Öğrenme Davranışları Ölçeği 3-5 (BÖD 3-5): Türkçe formu için geçerlik ve güvenirlik çalışması. İlkogretim Online, 18(3), 1093-1106.
  • Şepitci Sarıbaş, M., ve Gültekin Akduman, G. (2020). Öz düzenleme ve okula uyum. (Ed. H. Gülay Ogelman). Yaşamın ilk yıllarında okula uyum (s. 269-306). Ankara: Eğiten Kitap.
  • Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3(2), 63-73.
  • Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63–85.
  • Yang W. Yang, Y., Wang, Y., Gao, J., Sui, N., Chi, X., … Zhang, H. Z. (2016). Spontaneous emission of semiconductor quantum dots in inverse opal SiO2 photonic crystals at different temperatures. Luminescence, 31(1), 4-7.
  • Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Milton Park, Abingdon, Oxfordshire: Routledge.Atai, M. R., &
Yıl 2022, , 102 - 112, 28.04.2022
https://doi.org/10.32960/uead.1056705

Öz

Kaynakça

  • Bağçeli Kahraman, P. (2020). Yaşamın ilk yıllarında okula uyumu etkileyen unsurlar. (Ed. H. Gülay Ogelman). Yaşamın ilk yıllarında okula uyum (s. 39-74). Ankara: Eğiten Kitap.
  • Bodrova, E., & Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education. Columbus, OH: Merrill/Prentice Hall.
  • Buyse, E., Verschueren, K., Verachtert, P., & Damme, J. V. (2009). Predicting schoola djustment in early elementary school: Impact of teacher-child relationship quality and relational classroom climate. The Elementary School Journal, 110, 119–141.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö., Karadeniz, A., & Demirel, F. (2010). Bilimsel araştırma yöntemleri. Ankara: PegemA Yayınları.
  • Chester, K. L., Callaghan, M., Cosma, A., Donnelly, P., Craig, W., Walsh, S., & Molcho, M. (2015). Cross-national time trends in bullying victimization in 33 countries among children aged 11, 13 and 15 from 2002 to 2010. The European Journal of Public Health, 25(2), 61–64.
  • Cuevas, C. A., Finkelhor, D., Turner, H. A., & Ormrod, R. K. (2007). Juvenile delinquency and victimization: A theoretical typology. Journal of Interpersonal Violence, 22, 1581–1602.
  • Diamond, A. (2012). Activities and programs that improve children’s executive functions. Current Directions in Psychological Science, 21(5), 335–341.
  • Edmonds, W. A., & Kennedy, T. D. (2016). An applied guide to research designs: Quantitative, qualitative, and mixed methods. Sage Publications, Inc.
  • Feeney-Kettler, K. A., Kratochwill, T. R., & Kettler, R. J. (2011). Identification of preschool children at risk for emotional and behavioral disorders: development and validation of a universal screening system. Journal of School Psychology, 49, 197–216.
  • Garner, P. W., Dunsmore, J. C., & Bassett, H. H. (2020). Direct and indirect pathways to early school adjustment: Roles of young children’s mental representations and peer victimization. Early Childhood Research Ouarterly, 51, 100-109.
  • Gaxiola-Romero, J. C., Gaxiola-Villa, E., Corral-Frias, N. S., & Escobedo-Hernandez, P. (2020). Positive learning environment, academic engagement and self-regulated learning in high school students. Acta Colombiana de Psicología, 23(2), 267-278.
  • Grolnick, W. S., & Raftery-Helmer, J. N. (2015). Contexts supporting self-regulated learning at school transitions. In T. Cleary (Ed.), Self-regulated learning interventions with at-risk youth: Enhancing adaptability, performance, and well-being (pp. 251–276). American Psychological Association.
  • Grouzet, M. E., Sokol, B. W., & Müller, U. (2013). Self-regulation and autonomy: An introduction. In B. W. Sokol, M. E. Grouzet, & U. Müller (Eds.). Self-regulation and autonomy: Social and developmental dimensions of human conduct (pp. 1-16). New York: Cambridge University Press.
  • Gülay, H. (2008). 5-6 yaş çocuklarına yönelik akran ilişkileri ölçeklerinin geçerlik güvenirlik çalışmaları ve akran ilişkilerinin çeşitli değişkenler açısından incelenmesi. Doktora tezi, İstanbul: Marmara Üniversitesi.
  • Gülay Ogelman, H., & Güngör, H. (2020). Akran ilişkileri ve okula uyum. (Ed. H. Gülay Ogelman). Yaşamın ilk yıllarında okula uyum (s. 139-158). Ankara: Eğiten Kitap.
  • Hanish, L. D., Eisenberg, N., Fabes, R. A., Spinrad, T. L., Ryan, P., & Schmidt, S. (2004). The expression and regulation of negative emotions: Risk factors for young children’s peer victimization. Development and Psychopathology, 16, 335–353.
  • Herndon, K. J., Bailey, C. S., Shewark, E. A., Denham, S. A., & Bassett, H. H. (2013). Preschoolers’ emotion expression and regulation: Relations with school adjustment. The Journal of Genetic Psychology, 174, 642–663.
  • Hutchinson, L. R., Perry, N. E., & Shapka, J. D. (2021). Assessing young children’s self-regulation in school contexts. Assessment in Education: Principles, Policy & Practice, 1-39.
  • Jeong, J., & Frye, D. (2020). Quarterly self-regulated learning: Is understanding learning a first step? Early Childhood Research Quarterly, 50, 17-27.
  • Kim, J.-H., Kim, J. Y., & Kim, S.-S. (2016). School violence, depressive symptoms, and help-seeking behavior: A gender-stratified analysis of biethnic adolescents in South Korea. Journal of Preventive Medicine and Public Health, 49(1): 61–68.
  • Kochenderfer, B. J., & Ladd, G. W. (1996). Peer victimization: Cause or consequence of school maladjustment? Child Development, 67, 1305–1317.
  • Kochenderfer, B. J., & Ladd, G. W. (1997). Victimized children's responses to peers' aggression: Behaviors associated with reduced versus continued victimization. Development and Psychopathology, 9(1), 59-73.
  • Ladd, G. W., Ettekal, I., & Kochenderfer-Ladd, B. (2017). Peer victimization trajectories from kindergarten through high school: Differential pathways for children’s school engagement and achievement? Journal of Educational Psychology, 109(6), 826–841.
  • Ladd, G. W., & S. M. Profilet. (1996). The Child Behavior Scale: A teacher-report measure of young children’s aggressive, withdrawn, and prosocial behaviors. Developmental Psychology 32, 1008–1024.
  • Ladd, G. W., Kochenfender, B. J., & Coleman, C. C. (1996). Friendship quality as a predictor of young children’s early school adjustment. Child Development, 67, 1103-1118.
  • Leeuwis, F. H., Koot, H. M., Creemers, D. H. M., & van Lier, P. A. C. (2015). Implicit and explicit self-esteem discrepancies, victimization and the development of late childhood internalizing problems. Journal of Abnormal Child Psychology, 43(5), 909–919.
  • McDermott, P. A., Rikoon, S. H., & Fantuzzo, J. W. (2018). Transition and protective agency of early childhood learning behaviors as portents of later school attendance and adjustment. Journal of School Psychology, 54, 59-75.
  • McIntyre, L. L., Blacher, J., & Baker, B. L. (2006). The transition to school: Adaptation in young children with and without intellectual disability. Journal of Intellectual Disability Research, 50(5), 349-361.
  • Önder, A., & Gülay, H. (2010). Reliability and validity of the Teacher Rating Scale of School Adjustment for 5-6 years of children. International Online Journal of Educational Sciences, 2(1), 204-224.
  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology, https://doi.org/10.3389/fpsyg.2017.00422.
  • Perry, N. E., Hutchinson, L. R., Yee, N., & Määttä, E. (2018). Advances in studying classrooms as contexts for supporting young children’s self-regulation and self-regulated learning. In D. Schunk & J. Greene (Eds.), Handbook of learning and performance (pp.457–472). (2nd ed.). Routledge.
  • Rakovic, M., Bernacki, M. L., Greene, J. A., Plumley, R. D., Hogan, K. A., Gates, K. M., & Panter, A. T. (2022). Examining the critical role of evaluation and adaptation in self-regulated learning. Contemporary Educational Psychology, 68, 102027.
  • Saraç, S., Karakelle, S., & Whitebread, D. (2019). Okul Öncesi Çocuklar için Bağımsız Öğrenme Davranışları Ölçeği 3-5 (BÖD 3-5): Türkçe formu için geçerlik ve güvenirlik çalışması. İlkogretim Online, 18(3), 1093-1106.
  • Şepitci Sarıbaş, M., ve Gültekin Akduman, G. (2020). Öz düzenleme ve okula uyum. (Ed. H. Gülay Ogelman). Yaşamın ilk yıllarında okula uyum (s. 269-306). Ankara: Eğiten Kitap.
  • Ttofi, M. M., Farrington, D. P., Lösel, F., & Loeber, R. (2011). Do the victims of school bullies tend to become depressed later in life? A systematic review and meta-analysis of longitudinal studies. Journal of Aggression, Conflict and Peace Research, 3(2), 63-73.
  • Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., Bingham, S., ... Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4(1), 63–85.
  • Yang W. Yang, Y., Wang, Y., Gao, J., Sui, N., Chi, X., … Zhang, H. Z. (2016). Spontaneous emission of semiconductor quantum dots in inverse opal SiO2 photonic crystals at different temperatures. Luminescence, 31(1), 4-7.
  • Zimmerman, B. J., & Schunk, D. H. (2011). Handbook of self-regulation of learning and performance. Milton Park, Abingdon, Oxfordshire: Routledge.Atai, M. R., &
Toplam 38 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Hülya Gülay Ogelman 0000-0002-4245-0208

Seda Sarac 0000-0002-4598-4029

Döne Kahveci 0000-0002-6306-8526

Selay Akdoğan 0000-0002-3799-2854

Yayımlanma Tarihi 28 Nisan 2022
Kabul Tarihi 25 Mart 2022
Yayımlandığı Sayı Yıl 2022

Kaynak Göster

APA Gülay Ogelman, H., Sarac, S., Kahveci, D., Akdoğan, S. (2022). Akran Şiddetine Maruz Kalma ve Öğrenmede Öz Düzenleme Değişkenleri Açısından Okul Öncesinde Okula Uyum. Ulusal Eğitim Akademisi Dergisi, 6(1), 102-112. https://doi.org/10.32960/uead.1056705