Research Article
BibTex RIS Cite

Okul Öncesi Dönemdeki 4-6 Yaş Grubu Çocukların Duygu Düzenleme Becerisinin Sosyal Yetkinlik ile İlişkisinde Cinsiyet ve Yaşın Düzenleyici Rolü

Year 2025, Volume: 5 Issue: 1, 33 - 49, 31.05.2025

Nurhan Can , Handan Doğan

https://doi.org/10.55008/te-ad.1602679

Abstract

Amaç: Bu çalışmada 4-6 yaş grubundaki okul öncesi dönem çocuklarının duygu düzenleme becerilerinin ve sosyal yetkinliklerinin cinsiyet ve yaşa göre farklılaşma durumu ve ilgili becerilerin birbiri ile olan ile olan bağlantısında cinsiyet ve yaşın düzenleyicilik rolü incelenmiştir.

Yöntem ve Araçlar: Araştırmada ilişkisel tarama modeli kullanılmış olup, çalışmanın verileri ‘Duygu Düzenleme Ölçeği’ ve ‘Sosyal Yetkinlik ve Davranış Değerlendirme Ölçeği’ aracılığıyla toplanmıştır. Okul öncesi eğitime devam eden 4-6 yaş grubundaki 160 çocuğun öğretmenlerinden veri toplanmıştır.

Sonuçlar: Analiz sonuçlarına göre, duygu düzenleme becerisi sosyal yetkinliği anlamlı düzeyde yordamakta ve bu bağlantıda yaş değişkeni özellikle küçük yaş grubunda moderatör rol oynamaktadır. Cinsiyetin moderatör etkisi anlamlı bulunmamıştır. Duygu düzenleme becerilerinin sosyal yetkinlik açısından taşıdığı önem, erken müdahale programlarının özellikle küçük yaş grubuna odaklanması gerektiğine işaret etmektedir.

Keywords

duygu düzenleme sosyal yetkinlik okulöncesi sosyal-duygusal gelişim

References

  • Altan, Ö. (2006). The effects of maternal socialization and temperament on children’s emotion regulation [Yüksek Lisans Tezi, Koç Üniversitesi]. YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr
  • Bandura, A., & Walters, R. H. (1959). A study of the influence of child rearing practices and family interrelationships. Ronald Press.
  • Batum, P., & Yagmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology, 25(4), 272–294. https://doi.org/10.1007/BF02915236
  • Bigras, M., & Auxiliadora Dessen, M. A. (2002). Social competence and behavior evaluation in Brazilian preschoolers. Early Education and Development, 13(2), 139–152. https://doi.org/10.1207/s15566935eed1302_2
  • Blair, K. A., Denham, S. A., Kochanoff, A., & Whipple, B. (2004). Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers. Journal of School Psychology, 42(6), 419–443. https://doi.org/10.1016/j.jsp.2004.10.002
  • Blandon, A. Y., Calkins, S. D., Keane, S. P., & O’Brien, M. (2008). Individual differences in trajectories of emotion regulation processes: The effects of maternal depressive symptomatology and children’s physiological regulation. Developmental Psychology, 44(4), 1110. http://dx.doi.org/10.1037/0012-1649.44.4.1110
  • Blewitt, C., Morris, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Strengthening the quality of educator-child interactions in early childhood education and care settings: A conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care, 190(7), 991–1004. https://doi.org/10.1080/03004.430.2018.1507028
  • Bozkurt Yükçü, Ş., & Demircioğlu, H. (2017a). Okul Öncesi Dönem Çocuklarının Duygu Düzenleme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi [Investigation of emotion regulation skills of preschool children in terms of various variables]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (44), 442–466. https://doi.org/10.21764/maeuefd.336085
  • Bozkurt Yükçü, Ş., & Demircioğlu, H. (2017b). Okul öncesi dönemdeki çocukların sosyal problem çözme becerilerinin çeşitli değişkenler açısından incelenmesi [Examining of the social problem solving skills in preschool children in terms of different variables]. Erken Çocukluk Çalışmaları Dergisi, 1(2), 216–238. https://doi.org/10.24130/eccd-jecs.196.720.171239
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. https://doi. org/10.1016/S0140-6736(20)30460-8
  • Buğan, B., Çorapçı, F., & Ada, F. E. (2022). Okul öncesi dönemde sosyo-duygusal gelişim: Mizaç, dil gelişimi ve duyguları anlama becerisinin yordayıcı rolünün incelenmesi [Socioemotional development in the preschool period: investigating the predictive role of temperament, language development, and emotion comprehension]. Eğitim ve Bilim, 47(209), 1–23. http://dx.doi.org/10.15390/%2FEB.2022.9751
  • Butovskaya, M. L., & Demianovitsch, A. N. (2002). Social Competence and Behavior Evaluation (SCBE-30) and socialization values (SVQ): Russian children ages 3 to 6 years. Early Education and Development, 13(2), 153–170. https://doi.org/10.1207/s15566935eed1302_3
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Akademi.
  • Chang, L. S., Schwartz, D., Dodge, K. A., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17(4), 598–606. https://doi.org/10.1037/0893-3200.17.4.598
  • Chen, Q., & Jiang, Y. (2002). Social competence and behavior problems in Chinese preschoolers. Early Education and Development,13(2), 171–186. https://doi.org/10.1207/s15566935eed1302_4
  • Çiçek, S., & Yalçin, S. S. (2023). Emotional status and problem behavior of pre-school children according to the pandemic period and occupational status of the mother. International Journal of Environmental Health Research, 33(12), 1406–1417. https://doi.org/10.1080/09603.123.2022.2096208
  • Çorapçı, F., Aksan, N., Arslan-Yalçın, D., & Yağmurlu, B. (2010). Okul öncesi dönemde duygusal, davranışsal ve sosyal uyum taraması: Social Yetkinlik ve Davranış Değerlendirme-30 Ölçeği [ Emotional, behavioral and social adjustment screening at school entry: Social Competence and Behavior Evaluation-30 Scale]. Çocuk ve Ergen Ruh Sağlığı Dergisi, 17(2), 63–74.
  • Denham, S. A. (1998). Emotional development in young children. Guilford Press.
  • Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74(1), 238–256. https://doi.org/10.1111/1467-8624.00533
  • Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
  • Egan, S. M., Pope, J., Moloney, M., Hoyne, C., & Beatty, C. (2021). Missing early education and care during the pandemic: The socio‐emotional impact of the Covid‐19 crisis on young children. Early Childhood Education Journal, 49(5), 925–934. https://doi.org/10.1007/s10643.021.01193-2 Godinic, D., Obrenovic, B., & Khudaykulov, A. (2020). Effects of economic uncertainty on mental health in the Covid-19 pandemic context: Social identity disturbance, job uncertainty and psychological well-being model. International Journal of Innovation and Economic Development, 6(1), 61–74. http://doi.org/10.18775/ijied.1849-7551-7020.2015.61.2005
  • Gür, Ç., Koçak, N., Demircan, A., Baç Uslu, B., Şirin, N., & Şafak, M. The study of 48-60 month-old preschool children’s social competence and behavior evaluation conditions. Eğitim ve Bilim, 40(180), 13–23. https://doi.org/10.15390/EB.2015.4563
  • İlgar, L., & Akbaba, G. (2017). Beş ve altı yaş çocuklarının duygu düzenlemelerinin bazı değişkenlere göre incelenmesi [An investigation of emotion regulation of children aged five-six]. Uluslararası Türk Eğitim Bilimleri Dergisi, 5(9), 491–520. https://dergipark.org.tr/en/pub/goputeb/issue/34356/381090
  • Kapçı, E., Uslu, R., Akgün, E., Acer, & D. (2009). İlköğretim çağı çocuklarında duygu ayarlama: Bir ölçek uyarlama çalışması ve duygu ayarlamayla ilişkili etmenlerin belirlenmesi [Psychometric properties of the Turkish adaptation of the emotion regulation checklist]. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 16(1), 13–20.
  • Keenan, K. (2000). Emotion dysregulation as a risk factor for child psychopathology. Clinical Psychology: Science and Practice, 7(4), 418–434. https://doi.org/10.1093/clipsy.7.4.418
  • Kim, H.-Y. (2013). Statistical notes for clinical researchers: Assessing normal distribution using skewness and kurtosis. Restorative Dentistry and Endodontics, 38(1), 52–54. https://doi.org/10.5395/rde.2013.38.1.52
  • Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 51(6), 706–716. https://doi.org/10.1111/j.1469-7610.2009.02202.x
  • LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8(4), 369–377. https://doi.org/10.1037/1040-3590.8.4.369
  • Liman, B. (2020). Cinsiyet ve anne-baba eğitim düzeyinin 66–77 aylık okul öncesi çocukların duyguları tanıma ve duygu düzenleme becerilerine etkisinin incelenmesi [The effect of 66-77 months old preschool children’s sex and parental education levels onemotion recognition and emotion regulation skills]. Türkiye Sosyal Araştırmalar Dergisi, 24(1), 209–222. https://dergipark.org.tr/tr/pub/tsadergisi/issue/53617/554853
  • Lionetti, F., Spinelli, M., Moscardino, U., Ponzetti, S., Garito, M. C., Dellagiulia, A., Aureli, T., Fasolo, M., & Pluess, M. (2023). The interplay between parenting and environmental sensitivity in the prediction of children’s externalizing and internalizing behaviors during COVID-19. Development and Psychopathology, 35(3), 1390–1403. https://doi.org/10.1017/S095.457.9421001309
  • Masataka, N. (2002). Low anger-aggression and anxiety-withdrawal characteristic to preschoolers in Japanese society where “hikikomori” is becoming a major social problem. Early Education and Development, 13(2), 187–200. https://doi.org/10.1207/s15566935eed1302_5
  • Morelli, M., Graziano, F., Chirumbolo, A., Baiocco, R. L., Longobardi, E., Trumello, C., Babore, A., & Cattelino, E. (2022). Parentalmediation of Covid-19 news and children’s emotion regulation during lockdown. Journal of Child and Family Studies, 31(6),1522–1534. https://doi.org/10.1007/s10826.022.02266-5
  • Onchwari, G., & Keengwe, J. (2011). Examining the relationship of children’s behavior to emotion regulation ability. Early Childhood Education Journal, 39, 279-284. https://doi.org/10.1007/s10643.011.0466-9
  • Orta, I. M., Corapci, F., Yagmurlu, B., & Aksan, N. (2013). The mediational role of effortful control and emotional dysregulation in the link between maternal responsiveness and Turkish preschoolers’ social competency and externalizing symptoms. Infant and Child Development, 22(5), 459–479. https://doi.org/10.1002/icd.1806
  • Qashmer, A. F. (2023). Emotion regulation among 4–6 year-old children and its association with their peer relationships in Jordan. Frontiers in Psychology, 14, https://doi.org/10.3389/fpsyg.2023.118.0223
  • Reis, A. H., De Oliveira, S. E., Bandeira, D. R., Andrade, N. C., Abreu, N., & Sperb, T. M. (2016). Emotion Regulation Checklist (ERC): Preliminary studies of cross-cultural adaptation and validation for use in Brazil. Temas Em Psicologia, 24(1), 97-116. https://doi.org/10. 9788/TP2016.1-07
  • Rose-Krasnor, L., & Denham, S. A. (2009). Social-emotional competence in early childhood. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships and groups (pp. 162–179). Guilford Press.
  • Şahin, K. (2019). Okul öncesi dönem çocukların duygu düzenleme becerileri ile davranış sorunları arasındaki ilişkinin incelenmesi [An investigation of the relationship between emotion regulation skills and behavioral problems in preschool children], [Yüksek Lisans Tezi, Marmara Üniversitesi].
  • Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81(1), 6–22. https://doi.org/10.1111/j.1467-8624.2009.01378.x
  • Sette, S., Baumgartner, E., & MacKinnon, D. P. (2015). Assessing social competence and behavior problems in a sample of Italian preschoolers using the social competence and behavior evaluation scale. Early Education and Development, 26(1), 46–65. https://doi.org/10.1080/10409.289.2014.941259
  • Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916. https://doi.org/10.1037//0012-1649.33.6.906
  • Sille, A. (2016). Annenin duygusal sosyalizasyonu ile 48–72 aylık çocukların duygu düzenleme becerisi arasındaki ilişki [The relationship between maternal emotional socialization and emotion regulation skills of children aged 48–72 months], [Yüksek Lisans Tezi, Maltepe Üniversitesi].
  • Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ stress and children’s psychological problems in families facing the Covid-19 outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713
  • Suh, B., & Kang, M. (2020). Maternal reactions to preschoolers’ negative emotions and aggression: gender difference in mediation of emotion regulation. Journal of Child and Family Studies, 29, 144-154. https://doi.org/10.1007/s10826.019.01649-5
  • Tarkoçin, S., Alagöz, N., & Boğa, E. (2020). Okul öncesi dönem çocuklarının pandemi sürecinde (COVID-19) davranış değişiklikleri ve farkındalık düzeylerinin anne görüşlerine başvurularak incelenmesi [Investigation of behavioral changes and awareness levels of preschool children in pandemic process (COVID-19) by applying to mother’s opinions]. Turkish Studies, 15(6), 1017–1036. https://doi.org/10.7827/TurkishStudies.44338
  • Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2–3), 25–52. https://doi.org/10.2307/1166137
  • Tozduman Yaralı, K., & Özkan, HK (2016). Investigation of the relationship between social problem solving skills of children (60-72 months old) and their social competence and behavioral status. Turkish Journal of Social Research, 20(2), 345–361.
  • Ural, O., Güven, G., Sezer, T., Azkeskin, K. E., & Yılmaz, E. (2015). Okul öncesi dönemdeki çocukların bağlanma biçimleri ile sosyal yetkinlik ve duygu düzenleme becerileri arasındaki ilişkinin incelenmesi [Examining the relationship between attachment styles, social competence, and emotion regulation skills in preschool children]. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 1(2), 589–598.
  • Yagmurlu, B., & Altan, O. (2010). Maternal socialization and child temperament as predictors of emotion regulation in Turkish preschoolers. Infant and Child Development, 19(3), 275–296. https://doi.org/10.1002/icd.646
  • Yıldırım, B. (2021). Preschool education in turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal, 49(5), 947–963. https://doi.org/10.1007/s10643.021.01153-w
  • Yılmaz Bursa, G., & Dinç, B. (2020). Opinions of pre-school teachers on applications supporting children’s emotion regulation skills. Eğitim ve Bilim, 45(204), 443–470. https://doi.org/10.15390/EB.2020.8824
  • Zahn-Waxler, C., Shirtcliff, E. A., & Marceau, K. (2008). Disorders of childhood and adolescence: Gender and psychopathology. Annual Review of Clinical Psychology, 4, 275–303. https://doi.org/10.1146/annurev.clinpsy.3.022.806.091358

The moderating role of gender and age in the relationship between emotion regulation and social competence

Year 2025, Volume: 5 Issue: 1, 33 - 49, 31.05.2025

Nurhan Can , Handan Doğan

https://doi.org/10.55008/te-ad.1602679

Abstract

Purpose: The present study examined the differences in preschool children’s emotion regulation skills and social competence according to gender and age, as well as the moderating role of gender and age in the relationship between these skills..

Method and Materials: A correlational research design was employed. Data were collected using the Emotion Regulation Checklist and the Social Competence and Behavior Evaluation Scale. The sample consisted of 160 preschool children aged 4 to 6, and data were obtained from their teachers.

Results: According to the analysis, emotion regulation significantly predicted social competence, with age serving as a moderator, particularly among younger children. No significant moderating effect was found for gender. The findings highlight the importance of emotion regulation for social adjustment and suggest that early intervention programs should particularly target younger age groups.

Keywords

emotion regulation social competence preschool social-emotional competence

References

  • Altan, Ö. (2006). The effects of maternal socialization and temperament on children’s emotion regulation [Yüksek Lisans Tezi, Koç Üniversitesi]. YÖK Ulusal Tez Merkezi. https://tez.yok.gov.tr
  • Bandura, A., & Walters, R. H. (1959). A study of the influence of child rearing practices and family interrelationships. Ronald Press.
  • Batum, P., & Yagmurlu, B. (2007). What counts in externalizing behaviors? The contributions of emotion and behavior regulation. Current Psychology, 25(4), 272–294. https://doi.org/10.1007/BF02915236
  • Bigras, M., & Auxiliadora Dessen, M. A. (2002). Social competence and behavior evaluation in Brazilian preschoolers. Early Education and Development, 13(2), 139–152. https://doi.org/10.1207/s15566935eed1302_2
  • Blair, K. A., Denham, S. A., Kochanoff, A., & Whipple, B. (2004). Playing it cool: Temperament, emotion regulation, and social behavior in preschoolers. Journal of School Psychology, 42(6), 419–443. https://doi.org/10.1016/j.jsp.2004.10.002
  • Blandon, A. Y., Calkins, S. D., Keane, S. P., & O’Brien, M. (2008). Individual differences in trajectories of emotion regulation processes: The effects of maternal depressive symptomatology and children’s physiological regulation. Developmental Psychology, 44(4), 1110. http://dx.doi.org/10.1037/0012-1649.44.4.1110
  • Blewitt, C., Morris, H., Nolan, A., Jackson, K., Barrett, H., & Skouteris, H. (2020). Strengthening the quality of educator-child interactions in early childhood education and care settings: A conceptual model to improve mental health outcomes for preschoolers. Early Child Development and Care, 190(7), 991–1004. https://doi.org/10.1080/03004.430.2018.1507028
  • Bozkurt Yükçü, Ş., & Demircioğlu, H. (2017a). Okul Öncesi Dönem Çocuklarının Duygu Düzenleme Becerilerinin Çeşitli Değişkenler Açısından İncelenmesi [Investigation of emotion regulation skills of preschool children in terms of various variables]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, (44), 442–466. https://doi.org/10.21764/maeuefd.336085
  • Bozkurt Yükçü, Ş., & Demircioğlu, H. (2017b). Okul öncesi dönemdeki çocukların sosyal problem çözme becerilerinin çeşitli değişkenler açısından incelenmesi [Examining of the social problem solving skills in preschool children in terms of different variables]. Erken Çocukluk Çalışmaları Dergisi, 1(2), 216–238. https://doi.org/10.24130/eccd-jecs.196.720.171239
  • Brooks, S. K., Webster, R. K., Smith, L. E., Woodland, L., Wessely, S., Greenberg, N., & Rubin, G. J. (2020). The psychological impact of quarantine and how to reduce it: Rapid review of the evidence. The Lancet, 395(10227), 912–920. https://doi. org/10.1016/S0140-6736(20)30460-8
  • Buğan, B., Çorapçı, F., & Ada, F. E. (2022). Okul öncesi dönemde sosyo-duygusal gelişim: Mizaç, dil gelişimi ve duyguları anlama becerisinin yordayıcı rolünün incelenmesi [Socioemotional development in the preschool period: investigating the predictive role of temperament, language development, and emotion comprehension]. Eğitim ve Bilim, 47(209), 1–23. http://dx.doi.org/10.15390/%2FEB.2022.9751
  • Butovskaya, M. L., & Demianovitsch, A. N. (2002). Social Competence and Behavior Evaluation (SCBE-30) and socialization values (SVQ): Russian children ages 3 to 6 years. Early Education and Development, 13(2), 153–170. https://doi.org/10.1207/s15566935eed1302_3
  • Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri [Scientific research methods in education]. Pegem Akademi.
  • Chang, L. S., Schwartz, D., Dodge, K. A., & McBride-Chang, C. (2003). Harsh parenting in relation to child emotion regulation and aggression. Journal of Family Psychology, 17(4), 598–606. https://doi.org/10.1037/0893-3200.17.4.598
  • Chen, Q., & Jiang, Y. (2002). Social competence and behavior problems in Chinese preschoolers. Early Education and Development,13(2), 171–186. https://doi.org/10.1207/s15566935eed1302_4
  • Çiçek, S., & Yalçin, S. S. (2023). Emotional status and problem behavior of pre-school children according to the pandemic period and occupational status of the mother. International Journal of Environmental Health Research, 33(12), 1406–1417. https://doi.org/10.1080/09603.123.2022.2096208
  • Çorapçı, F., Aksan, N., Arslan-Yalçın, D., & Yağmurlu, B. (2010). Okul öncesi dönemde duygusal, davranışsal ve sosyal uyum taraması: Social Yetkinlik ve Davranış Değerlendirme-30 Ölçeği [ Emotional, behavioral and social adjustment screening at school entry: Social Competence and Behavior Evaluation-30 Scale]. Çocuk ve Ergen Ruh Sağlığı Dergisi, 17(2), 63–74.
  • Denham, S. A. (1998). Emotional development in young children. Guilford Press.
  • Denham, S. A., Blair, K. A., DeMulder, E., Levitas, J., Sawyer, K., Auerbach-Major, S., & Queenan, P. (2003). Preschool emotional competence: Pathway to social competence? Child Development, 74(1), 238–256. https://doi.org/10.1111/1467-8624.00533
  • Dong, C., Cao, S., & Li, H. (2020). Young children’s online learning during COVID-19 pandemic: Chinese parents’ beliefs and attitudes. Children and Youth Services Review, 118, 105440. https://doi.org/10.1016/j.childyouth.2020.105440
  • Egan, S. M., Pope, J., Moloney, M., Hoyne, C., & Beatty, C. (2021). Missing early education and care during the pandemic: The socio‐emotional impact of the Covid‐19 crisis on young children. Early Childhood Education Journal, 49(5), 925–934. https://doi.org/10.1007/s10643.021.01193-2 Godinic, D., Obrenovic, B., & Khudaykulov, A. (2020). Effects of economic uncertainty on mental health in the Covid-19 pandemic context: Social identity disturbance, job uncertainty and psychological well-being model. International Journal of Innovation and Economic Development, 6(1), 61–74. http://doi.org/10.18775/ijied.1849-7551-7020.2015.61.2005
  • Gür, Ç., Koçak, N., Demircan, A., Baç Uslu, B., Şirin, N., & Şafak, M. The study of 48-60 month-old preschool children’s social competence and behavior evaluation conditions. Eğitim ve Bilim, 40(180), 13–23. https://doi.org/10.15390/EB.2015.4563
  • İlgar, L., & Akbaba, G. (2017). Beş ve altı yaş çocuklarının duygu düzenlemelerinin bazı değişkenlere göre incelenmesi [An investigation of emotion regulation of children aged five-six]. Uluslararası Türk Eğitim Bilimleri Dergisi, 5(9), 491–520. https://dergipark.org.tr/en/pub/goputeb/issue/34356/381090
  • Kapçı, E., Uslu, R., Akgün, E., Acer, & D. (2009). İlköğretim çağı çocuklarında duygu ayarlama: Bir ölçek uyarlama çalışması ve duygu ayarlamayla ilişkili etmenlerin belirlenmesi [Psychometric properties of the Turkish adaptation of the emotion regulation checklist]. Çocuk ve Gençlik Ruh Sağlığı Dergisi, 16(1), 13–20.
  • Keenan, K. (2000). Emotion dysregulation as a risk factor for child psychopathology. Clinical Psychology: Science and Practice, 7(4), 418–434. https://doi.org/10.1093/clipsy.7.4.418
  • Kim, H.-Y. (2013). Statistical notes for clinical researchers: Assessing normal distribution using skewness and kurtosis. Restorative Dentistry and Endodontics, 38(1), 52–54. https://doi.org/10.5395/rde.2013.38.1.52
  • Kim, J., & Cicchetti, D. (2010). Longitudinal pathways linking child maltreatment, emotion regulation, peer relations, and psychopathology. Journal of Child Psychology and Psychiatry, and Allied Disciplines, 51(6), 706–716. https://doi.org/10.1111/j.1469-7610.2009.02202.x
  • LaFreniere, P. J., & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8(4), 369–377. https://doi.org/10.1037/1040-3590.8.4.369
  • Liman, B. (2020). Cinsiyet ve anne-baba eğitim düzeyinin 66–77 aylık okul öncesi çocukların duyguları tanıma ve duygu düzenleme becerilerine etkisinin incelenmesi [The effect of 66-77 months old preschool children’s sex and parental education levels onemotion recognition and emotion regulation skills]. Türkiye Sosyal Araştırmalar Dergisi, 24(1), 209–222. https://dergipark.org.tr/tr/pub/tsadergisi/issue/53617/554853
  • Lionetti, F., Spinelli, M., Moscardino, U., Ponzetti, S., Garito, M. C., Dellagiulia, A., Aureli, T., Fasolo, M., & Pluess, M. (2023). The interplay between parenting and environmental sensitivity in the prediction of children’s externalizing and internalizing behaviors during COVID-19. Development and Psychopathology, 35(3), 1390–1403. https://doi.org/10.1017/S095.457.9421001309
  • Masataka, N. (2002). Low anger-aggression and anxiety-withdrawal characteristic to preschoolers in Japanese society where “hikikomori” is becoming a major social problem. Early Education and Development, 13(2), 187–200. https://doi.org/10.1207/s15566935eed1302_5
  • Morelli, M., Graziano, F., Chirumbolo, A., Baiocco, R. L., Longobardi, E., Trumello, C., Babore, A., & Cattelino, E. (2022). Parentalmediation of Covid-19 news and children’s emotion regulation during lockdown. Journal of Child and Family Studies, 31(6),1522–1534. https://doi.org/10.1007/s10826.022.02266-5
  • Onchwari, G., & Keengwe, J. (2011). Examining the relationship of children’s behavior to emotion regulation ability. Early Childhood Education Journal, 39, 279-284. https://doi.org/10.1007/s10643.011.0466-9
  • Orta, I. M., Corapci, F., Yagmurlu, B., & Aksan, N. (2013). The mediational role of effortful control and emotional dysregulation in the link between maternal responsiveness and Turkish preschoolers’ social competency and externalizing symptoms. Infant and Child Development, 22(5), 459–479. https://doi.org/10.1002/icd.1806
  • Qashmer, A. F. (2023). Emotion regulation among 4–6 year-old children and its association with their peer relationships in Jordan. Frontiers in Psychology, 14, https://doi.org/10.3389/fpsyg.2023.118.0223
  • Reis, A. H., De Oliveira, S. E., Bandeira, D. R., Andrade, N. C., Abreu, N., & Sperb, T. M. (2016). Emotion Regulation Checklist (ERC): Preliminary studies of cross-cultural adaptation and validation for use in Brazil. Temas Em Psicologia, 24(1), 97-116. https://doi.org/10. 9788/TP2016.1-07
  • Rose-Krasnor, L., & Denham, S. A. (2009). Social-emotional competence in early childhood. In K. H. Rubin, W. M. Bukowski, & B. Laursen (Eds.), Handbook of peer interactions, relationships and groups (pp. 162–179). Guilford Press.
  • Şahin, K. (2019). Okul öncesi dönem çocukların duygu düzenleme becerileri ile davranış sorunları arasındaki ilişkinin incelenmesi [An investigation of the relationship between emotion regulation skills and behavioral problems in preschool children], [Yüksek Lisans Tezi, Marmara Üniversitesi].
  • Sameroff, A. (2010). A unified theory of development: A dialectic integration of nature and nurture. Child Development, 81(1), 6–22. https://doi.org/10.1111/j.1467-8624.2009.01378.x
  • Sette, S., Baumgartner, E., & MacKinnon, D. P. (2015). Assessing social competence and behavior problems in a sample of Italian preschoolers using the social competence and behavior evaluation scale. Early Education and Development, 26(1), 46–65. https://doi.org/10.1080/10409.289.2014.941259
  • Shields, A., & Cicchetti, D. (1997). Emotion regulation among school-age children: The development and validation of a new criterion Q-sort scale. Developmental Psychology, 33(6), 906–916. https://doi.org/10.1037//0012-1649.33.6.906
  • Sille, A. (2016). Annenin duygusal sosyalizasyonu ile 48–72 aylık çocukların duygu düzenleme becerisi arasındaki ilişki [The relationship between maternal emotional socialization and emotion regulation skills of children aged 48–72 months], [Yüksek Lisans Tezi, Maltepe Üniversitesi].
  • Spinelli, M., Lionetti, F., Pastore, M., & Fasolo, M. (2020). Parents’ stress and children’s psychological problems in families facing the Covid-19 outbreak in Italy. Frontiers in Psychology, 11, 1713. https://doi.org/10.3389/fpsyg.2020.01713
  • Suh, B., & Kang, M. (2020). Maternal reactions to preschoolers’ negative emotions and aggression: gender difference in mediation of emotion regulation. Journal of Child and Family Studies, 29, 144-154. https://doi.org/10.1007/s10826.019.01649-5
  • Tarkoçin, S., Alagöz, N., & Boğa, E. (2020). Okul öncesi dönem çocuklarının pandemi sürecinde (COVID-19) davranış değişiklikleri ve farkındalık düzeylerinin anne görüşlerine başvurularak incelenmesi [Investigation of behavioral changes and awareness levels of preschool children in pandemic process (COVID-19) by applying to mother’s opinions]. Turkish Studies, 15(6), 1017–1036. https://doi.org/10.7827/TurkishStudies.44338
  • Thompson, R. A. (1994). Emotional regulation: A theme in search of definition. Monographs of the Society for Research in Child Development, 59(2–3), 25–52. https://doi.org/10.2307/1166137
  • Tozduman Yaralı, K., & Özkan, HK (2016). Investigation of the relationship between social problem solving skills of children (60-72 months old) and their social competence and behavioral status. Turkish Journal of Social Research, 20(2), 345–361.
  • Ural, O., Güven, G., Sezer, T., Azkeskin, K. E., & Yılmaz, E. (2015). Okul öncesi dönemdeki çocukların bağlanma biçimleri ile sosyal yetkinlik ve duygu düzenleme becerileri arasındaki ilişkinin incelenmesi [Examining the relationship between attachment styles, social competence, and emotion regulation skills in preschool children]. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, 1(2), 589–598.
  • Yagmurlu, B., & Altan, O. (2010). Maternal socialization and child temperament as predictors of emotion regulation in Turkish preschoolers. Infant and Child Development, 19(3), 275–296. https://doi.org/10.1002/icd.646
  • Yıldırım, B. (2021). Preschool education in turkey during the Covid-19 pandemic: A phenomenological study. Early Childhood Education Journal, 49(5), 947–963. https://doi.org/10.1007/s10643.021.01153-w
  • Yılmaz Bursa, G., & Dinç, B. (2020). Opinions of pre-school teachers on applications supporting children’s emotion regulation skills. Eğitim ve Bilim, 45(204), 443–470. https://doi.org/10.15390/EB.2020.8824
  • Zahn-Waxler, C., Shirtcliff, E. A., & Marceau, K. (2008). Disorders of childhood and adolescence: Gender and psychopathology. Annual Review of Clinical Psychology, 4, 275–303. https://doi.org/10.1146/annurev.clinpsy.3.022.806.091358
There are 52 citations in total.

Details

Primary Language Turkish
Subjects Basic Training (Other)
Journal Section Research Articles
Authors

Nurhan Can 0000-0002-9906-3970

Handan Doğan 0000-0002-5776-8649

Early Pub Date May 30, 2025
Publication Date May 31, 2025
Submission Date December 17, 2024
Acceptance Date April 28, 2025
Published in Issue Year 2025 Volume: 5 Issue: 1

Cite

APA Can, N., & Doğan, H. (2025). Okul Öncesi Dönemdeki 4-6 Yaş Grubu Çocukların Duygu Düzenleme Becerisinin Sosyal Yetkinlik ile İlişkisinde Cinsiyet ve Yaşın Düzenleyici Rolü. Temel Eğitim Araştırmaları Dergisi, 5(1), 33-49. https://doi.org/10.55008/te-ad.1602679
 Download Cover Image

Journal of Research in Elementary Education is an open access journal.

by-nc.png

This work is licensed under a Creative Commons Attribution-NonCommercial-4.0 International License.