Okul öncesi dönem çocuklarının okula uyumu üzerinde problem davranışlar ve ebeveynlik stillerinin etkisinin incelenmesi
Küçük Resim Yok
Tarih
2025
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Yayıncı
İnönü Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
İki aşamadan oluşan bu araştırmanın temel amacı, okul öncesi dönem çocuklarının okula uyumu, problem davranışları ile anne-babalarının ebeveynlik stilleri arasındaki ilişkileri incelemektir. Araştırmanın evrenini 2023-2024 eğitim öğretim yılında Elazığ ili merkez ilçesinde bulunan devlet anaokullarında eğitim almakta olan 36-72 aylık okul öncesi çocukları, bu çocukların anne-babaları ve okul öncesi öğretmenleri oluşturmaktadır. Araştırmanın I. aşamasında 36-72 aylık çocukların problem davranışlarını saptamak üzere geçerli ve güvenilir bir ölçme aracı geliştirilmiştir. "Çocuklarda Problem Davranışları Tarama Ölçeği (ÇPDÖ) – Okul Öncesi Formu" adı verilen ölçek ilk olarak 374 (182 kız, 192 erkek) çocuktan oluşan I. örneklem grubuna uygulanmıştır. Açımlayıcı faktör analizi sonrası 21 maddeden oluşan üç faktörlü bir ölçek yapısı elde edilmiş, daha sonra 364 (180 kız, 184 erkek) çocuk üzerinde doğrulayıcı faktör analizi yapılarak dört maddenin çıkarılmasıyla ölçek 17 maddeye indirilmiştir. Ölçeğin uyum iyiliği indeksleri (?²/df = 3,579; CFI = .93; IFI = .93; TLI = .92; SRMR = .07; RMSEA = .08) kabul edilebilir olarak hesaplanmıştır. Ölçeğin benzeşim geçerliği ve güvenirlik katsayılarının da uygun sınırlar içerisinde yer aldığı görülmüştür. Araştırmanın II. aşamasında ise okul öncesi çocukların okula uyumu, problem davranışları ve ebeveynlik stilleri arasındaki ilişkiler incelenmiş; örneklem grubuna 1025 çocuk, 65 öğretmen, 1005 anne ve 854 baba dâhil edilmiştir. Veri analizleri SPSS ve AMOS programları kullanılarak yapılmış, anne ve babalara ait veri setleri üzerinde aracılık analizleri (SPSS PROCESS Macro, Model 4) ayrı ayrı modeller üzerinden yürütülmüştür. Sonuçlar, olumlu ebeveynlik stili ile problem davranışlar arasında negatif, olumsuz ebeveynlik stili ile problem davranışlar arasında pozitif; olumlu ebeveynlik stili ile okula uyum arasında pozitif, olumsuz ebeveynlik stili ile okula uyum arasında negatif yönde anlamlı ilişkiler olduğunu ortaya koymuştur. Ayrıca problem davranışların hem anne hem de baba modelinde olumlu ebeveynlik stili ile okula uyum ve olumsuz ebeveynlik stili ile okula uyum arasındaki ilişkilerde tam aracı değişken olarak yer aldığı görülmüştür. Elde edilen bulgular ışığında anne-babalara, okul psikolojik danışmanlarına ve araştırmacılara yönelik önerilerde bulunulmuştur.
The main purpose of this two-stage study is to examine the relationships between preschool children's school adaptation, problem behaviors and their parents' parenting styles. The population of the study consisted of 36-72-month-old preschool children, their parents and preschool teachers attending public kindergartens in the central district of Elazığ province in the 2023-2024 academic year. In the first stage of the study, a valid and reliable measurement tool was developed to determine the problem behaviors of 36-72-month-old children. The scale called "Screening Scale for Problem Behaviors in Children (PSBS) - Preschool Form" was first applied to the first sample group consisting of 374 children (182 girls, 192 boys). After exploratory factor analysis, a three-factor scale structure consisting of 21 items was obtained, and then a confirmatory factor analysis was conducted on 364 (180 girls, 184 boys) children and the scale was reduced to 17 items by removing four items. The goodness-of-fit indices of the scale (?²/df = 3.579; CFI = .93; IFI = .93; TLI = .92; SRMR = .07; RMSEA = .08) were calculated as acceptable. The convergent validity and reliability coefficients of the scale were also found to be within the appropriate limits. In the second stage of the study, the relationships between preschool children's school adjustment, problem behaviors and parenting styles were examined; 1025 children, 65 teachers, 1005 mothers and 854 fathers were included in the sample group. Data analyses were conducted using SPSS and AMOS programs, and mediation analyses (SPSS PROCESS Macro, Model 4) were conducted on the data sets of mothers and fathers through separate models. The results revealed that there were negative relationships between positive parenting style and problem behaviors, positive relationships between negative parenting style and problem behaviors, positive relationships between positive parenting style and school adjustment, and negative relationships between negative parenting style and school adjustment. In addition, problem behaviors were found to be a full mediating variable in the relationships between positive parenting style and school adjustment and between negative parenting style and school adjustment in both mother and father models. In the light of the findings, suggestions were made for parents, school counselors and researchers.
The main purpose of this two-stage study is to examine the relationships between preschool children's school adaptation, problem behaviors and their parents' parenting styles. The population of the study consisted of 36-72-month-old preschool children, their parents and preschool teachers attending public kindergartens in the central district of Elazığ province in the 2023-2024 academic year. In the first stage of the study, a valid and reliable measurement tool was developed to determine the problem behaviors of 36-72-month-old children. The scale called "Screening Scale for Problem Behaviors in Children (PSBS) - Preschool Form" was first applied to the first sample group consisting of 374 children (182 girls, 192 boys). After exploratory factor analysis, a three-factor scale structure consisting of 21 items was obtained, and then a confirmatory factor analysis was conducted on 364 (180 girls, 184 boys) children and the scale was reduced to 17 items by removing four items. The goodness-of-fit indices of the scale (?²/df = 3.579; CFI = .93; IFI = .93; TLI = .92; SRMR = .07; RMSEA = .08) were calculated as acceptable. The convergent validity and reliability coefficients of the scale were also found to be within the appropriate limits. In the second stage of the study, the relationships between preschool children's school adjustment, problem behaviors and parenting styles were examined; 1025 children, 65 teachers, 1005 mothers and 854 fathers were included in the sample group. Data analyses were conducted using SPSS and AMOS programs, and mediation analyses (SPSS PROCESS Macro, Model 4) were conducted on the data sets of mothers and fathers through separate models. The results revealed that there were negative relationships between positive parenting style and problem behaviors, positive relationships between negative parenting style and problem behaviors, positive relationships between positive parenting style and school adjustment, and negative relationships between negative parenting style and school adjustment. In addition, problem behaviors were found to be a full mediating variable in the relationships between positive parenting style and school adjustment and between negative parenting style and school adjustment in both mother and father models. In the light of the findings, suggestions were made for parents, school counselors and researchers.
Açıklama
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training, Psikoloji
