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Okul Öncesinde Sosyal Becerilerin Öğrenmede Öz Düzenleme Düzeyini Yordayici Etkisi

Year 2023, Volume: 9 Issue: 2, 1 - 11, 03.07.2023

Abstract

Öğrenmede öz düzenleme, kişinin akademik bağlamlarda düşünme süreçlerini, eylemlerini ve duygularını düzenlemesini ifade eder. Öğrenmede öz-düzenleme becerisine sahip bireyler, kendi öğrenme süreçlerini planlayabilir, hedeflerini belirleyebilir, görev sırasında süregelen performanslarını izleyebilir ve gerektiğinde kullandıkları stratejileri değiştirebilirler. Öğrenmede öz düzenleme becerileri erken çocukluk döneminden itibaren gelişmeye başlamaktadır. Bu gelişimde çocukların sosyal etkileşimleri önemli bir rol oynamaktadır. Bu doğrultuda bu araştırmanın amacı, okul öncesi dönem çocuklarının sosyal becerilerinin öğrenmede öz düzenleme düzeyini yordayıcı etkilerinin incelenmesidir. Çalışmanın örneklem grubunda, Sinop’un merkez ilçesinde okul öncesi eğitime devam eden 5-6 yaş grubundan 130 çocuk (65 kız, 65 erkek) yer almaktadır. Araştırmada çocukların sosyal becerilerini ölçmek amacıyla veri Sosyal Becerileri Değerlendirme Ölçeği (4-6 Yaş), öğrenmede öz düzenleme becerilerini ölçmek amacıyla Bağımsız Öğrenme Davranışları Ölçeği (3-5) kullanılmıştır. Ölçme araçları, öğretmenler tarafından her çocuk için ayrı ayrı doldurulmuştur. Veriler normal dağıldığı için parametrik tekniklerden Basit Doğrusal Regresyon Analizi ile bulgular değerlendirilmiştir. Analiz sonuçlarına göre okul öncesi dönem çocuklarının sosyal becerileri (kişilerarası becerileri, kızgınlık kontrolü ve değişikliklere uyum becerileri, akran baskısıyla başa çıkma becerileri, sözel açıklama becerileri, kendini kontrol becerileri, amaç oluşturma becerileri, dinleme becerileri, görevleri tamamlama becerileri, sonuçları kabul etme becerileri) ile öğrenmede öz düzenleme düzeyleri arasında istatistiksel açıdan anlamlı düzeyde ilişki vardır. Ayrıca sosyal beceriler, küçük çocukların öğrenmede öz düzenleme düzeyini istatistiksel açıdan anlamlı düzeyde yordamaktadır. Araştırmanın sonuçları öğrenmede öz düzenleme düzeyinin geliştirilmesi için çocukların sosyal becerilerinin desteklenmesinin öneminin altını çizmektedir.

References

  • Avcıoğlu, H. (2007). Sosyal becerileri değerlendirme ölçeğinin geçerlik ve güvenirlik çalışması (4-6 yaş). Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7, 93-103.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2013). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion, 37(3), 558-573.
  • Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students. Metacognition and learning, 10(1), 15-42.
  • Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. Zimmerman & D. Schunk (Eds.). Handbook of self-regulation of learning and performance (pp. 408-425). New York: Routledge.
  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı - İstatistik, Araştırma Deseni, Spss Uygulamaları ve Yorum (15. Baskı). Ankara: Pegem Akademi Dörr, L., & Perels, F. (2020). Improving young children’s self-regulated learning using a combination of direct and indirect interventions. Early Child Development and Care, 190(16), 2581-2593.
  • Dunn, J. (1996). The Emanuel Miller Memorial Lecture 1995 children's relationships: Bridging the divide between cognitive and social development. Journal of Child Psychology and Psychiatry, 37(5), 507-518.
  • Edmonds, W. A. ve Kennedy, T. D. (2016). An Applied Guide to Research Designs: Quantitative, Qualitative, and Mixed Methods. New York: Sage.
  • Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational psychologist, 46(1), 6-25.
  • Fabes, R., Hanish, L., & Martin, C. (2003). Children at Play: The Role of Peers in Understanding the Effects of Child Care. Child Development. 74, 1039–1043.
  • Fleming, V. M., & Alexander, J. M. (2001). The benefits of peer collaboration: A replication with a delayed posttest. Contemporary Educational Psychology, 26(4), 588–601.
  • Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401-412.
  • Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological inquiry, 26(1), 1-26.
  • Gülay, H., ve Akman, B. (2009). Okul öncesi dönemde sosyal beceriler. Ankara: PEGEM A.
  • Jacob, L., Benick, M., Dörrenbächer, S., & Perels, F. (2020). Promoting self-regulated learning in preschoolers. Journal of Childhood, Education & Society, 1(2), 116-140.
  • Jones D. E., Greenberg M., & Crowley M. (2015). Early social-emotional functioning and public health: the relationship between kindergarten social competence and future wellness. American Journal of Public Health. 105(11):2283–90.
  • Lodder G., Goossens L., Scholte R., Engels R., Verhagen M. (2016). Adolescent loneliness and social skills: Agreement and discrepancies between self-, meta-, and peer-evaluations. Journal of Youth and Adolescence. 45:2406–2416.
  • Manion, V., & Alexander, J. M. (1999). The benefits of peer collaboration on strategy use, metacognitive causal attribution, and recall. Journal of Experimental Child Psychiatry, 67, 268–289.
  • Neitzel, C., & Stright, A. D. (2003). Mothers' scaffolding of children's problem solving: Establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17(1), 147–159.
  • Nichols, J. D., & White, J. (2001). Impact of peer networks on achievement of high school algebra students. The Journal of Educational Research, 94(5), 267–273.
  • Pecjak S., Puklek Levpuscek M., Valencic Zuljan M., Kalin J., & Peklaj C. (2009). Students’ social behaviour in relation to their academic achievement in primary and secondary school: Teacher’s perspective. Psihologijske Teme.18, 1, 55–74.
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.
  • Perels, F., Merget‐Kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). Improving self‐regulated learning of preschool children: Evaluation of training for kindergarten teachers. British journal of educational psychology, 79(2), 311-327.
  • Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational psychologist, 37(1), 5-15.
  • Salonen, P., Vauras, M., & Efklides, A. (2005). Social interaction – What can it tell us about metacognition and coregulation in learning? European Psychologist, 10(3), 199–208.
  • 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. Elementary Education Online, 18(3), 1093-1106.
  • Schoon, I., Nasim, B., & Cook, R. (2021). Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes. British Educational Research Journal 47, 5, 1259-1280.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Boston, Pearson.
  • Takahashi Y., Okada K., Hoshino T., Anme T. (2015). Developmental trajectories of social skills during early childhood and links to parenting practices in a Japanese sample. PLoS ONE. 10:e0135357.
  • Vygotsky, L. (1978). Mind in society. Harvard University Press.
  • Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
  • Whitebread, D. & Pino-Pasternak, D. (2013). Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 14-44). Abingdon, United Kingdom: Routledge.
  • 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.
  • Xu, M., Kushner Benson, S. N., Mudrey-Camino, R., & Steiner, R. P. (2010). The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database. Social Psychology of Education, 13(2), 237-269.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yıldız Altan, R. and Temel, Z. F. (2022). Investigation of Learning Processes Supporting Metacognitive Skills in Preschool Education. Journal of Social, Humanities and Administrative Sciences, 5(5), 582-602
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self regulation (pp. 13–41). Academic Press.
Year 2023, Volume: 9 Issue: 2, 1 - 11, 03.07.2023

Abstract

References

  • Avcıoğlu, H. (2007). Sosyal becerileri değerlendirme ölçeğinin geçerlik ve güvenirlik çalışması (4-6 yaş). Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 7, 93-103.
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2013). Extending self-regulated learning to include self-regulated emotion strategies. Motivation and Emotion, 37(3), 558-573.
  • Ben-Eliyahu, A., & Linnenbrink-Garcia, L. (2015). Integrating the regulation of affect, behavior, and cognition into self-regulated learning paradigms among secondary and post-secondary students. Metacognition and learning, 10(1), 15-42.
  • Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. Zimmerman & D. Schunk (Eds.). Handbook of self-regulation of learning and performance (pp. 408-425). New York: Routledge.
  • Büyüköztürk, Ş. (2011). Sosyal Bilimler İçin Veri Analizi El Kitabı - İstatistik, Araştırma Deseni, Spss Uygulamaları ve Yorum (15. Baskı). Ankara: Pegem Akademi Dörr, L., & Perels, F. (2020). Improving young children’s self-regulated learning using a combination of direct and indirect interventions. Early Child Development and Care, 190(16), 2581-2593.
  • Dunn, J. (1996). The Emanuel Miller Memorial Lecture 1995 children's relationships: Bridging the divide between cognitive and social development. Journal of Child Psychology and Psychiatry, 37(5), 507-518.
  • Edmonds, W. A. ve Kennedy, T. D. (2016). An Applied Guide to Research Designs: Quantitative, Qualitative, and Mixed Methods. New York: Sage.
  • Efklides, A. (2011). Interactions of metacognition with motivation and affect in self-regulated learning: The MASRL model. Educational psychologist, 46(1), 6-25.
  • Fabes, R., Hanish, L., & Martin, C. (2003). Children at Play: The Role of Peers in Understanding the Effects of Child Care. Child Development. 74, 1039–1043.
  • Fleming, V. M., & Alexander, J. M. (2001). The benefits of peer collaboration: A replication with a delayed posttest. Contemporary Educational Psychology, 26(4), 588–601.
  • Grau, V., & Whitebread, D. (2012). Self and social regulation of learning during collaborative activities in the classroom: The interplay of individual and group cognition. Learning and Instruction, 22(6), 401-412.
  • Gross, J. J. (2015). Emotion regulation: Current status and future prospects. Psychological inquiry, 26(1), 1-26.
  • Gülay, H., ve Akman, B. (2009). Okul öncesi dönemde sosyal beceriler. Ankara: PEGEM A.
  • Jacob, L., Benick, M., Dörrenbächer, S., & Perels, F. (2020). Promoting self-regulated learning in preschoolers. Journal of Childhood, Education & Society, 1(2), 116-140.
  • Jones D. E., Greenberg M., & Crowley M. (2015). Early social-emotional functioning and public health: the relationship between kindergarten social competence and future wellness. American Journal of Public Health. 105(11):2283–90.
  • Lodder G., Goossens L., Scholte R., Engels R., Verhagen M. (2016). Adolescent loneliness and social skills: Agreement and discrepancies between self-, meta-, and peer-evaluations. Journal of Youth and Adolescence. 45:2406–2416.
  • Manion, V., & Alexander, J. M. (1999). The benefits of peer collaboration on strategy use, metacognitive causal attribution, and recall. Journal of Experimental Child Psychiatry, 67, 268–289.
  • Neitzel, C., & Stright, A. D. (2003). Mothers' scaffolding of children's problem solving: Establishing a foundation of academic self-regulatory competence. Journal of Family Psychology, 17(1), 147–159.
  • Nichols, J. D., & White, J. (2001). Impact of peer networks on achievement of high school algebra students. The Journal of Educational Research, 94(5), 267–273.
  • Pecjak S., Puklek Levpuscek M., Valencic Zuljan M., Kalin J., & Peklaj C. (2009). Students’ social behaviour in relation to their academic achievement in primary and secondary school: Teacher’s perspective. Psihologijske Teme.18, 1, 55–74.
  • Pekrun, R., Goetz, T., Titz, W., & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational psychologist, 37(2), 91-105.
  • Perels, F., Merget‐Kullmann, M., Wende, M., Schmitz, B., & Buchbinder, C. (2009). Improving self‐regulated learning of preschool children: Evaluation of training for kindergarten teachers. British journal of educational psychology, 79(2), 311-327.
  • Perry, N. E., VandeKamp, K. O., Mercer, L. K., & Nordby, C. J. (2002). Investigating teacher-student interactions that foster self-regulated learning. Educational psychologist, 37(1), 5-15.
  • Salonen, P., Vauras, M., & Efklides, A. (2005). Social interaction – What can it tell us about metacognition and coregulation in learning? European Psychologist, 10(3), 199–208.
  • 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. Elementary Education Online, 18(3), 1093-1106.
  • Schoon, I., Nasim, B., & Cook, R. (2021). Social inequalities in early childhood competences, and the relative role of social and emotional versus cognitive skills in predicting adult outcomes. British Educational Research Journal 47, 5, 1259-1280.
  • Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Boston, Pearson.
  • Takahashi Y., Okada K., Hoshino T., Anme T. (2015). Developmental trajectories of social skills during early childhood and links to parenting practices in a Japanese sample. PLoS ONE. 10:e0135357.
  • Vygotsky, L. (1978). Mind in society. Harvard University Press.
  • Wertsch, J. V. (1985). Vygotsky and the social formation of mind. Harvard University Press.
  • Whitebread, D. & Pino-Pasternak, D. (2013). Video analysis of self-regulated learning in social and naturalistic contexts: The case of preschool and primary school children. In S. Volet & M. Vauras (Eds.), Interpersonal regulation of learning and motivation: Methodological advances (pp. 14-44). Abingdon, United Kingdom: Routledge.
  • 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.
  • Xu, M., Kushner Benson, S. N., Mudrey-Camino, R., & Steiner, R. P. (2010). The relationship between parental involvement, self-regulated learning, and reading achievement of fifth graders: A path analysis using the ECLS-K database. Social Psychology of Education, 13(2), 237-269.
  • Yıldırım, A. ve Şimşek, H. (2013). Sosyal bilimlerde nitel araştırma yöntemleri. Ankara: Seçkin.
  • Yıldız Altan, R. and Temel, Z. F. (2022). Investigation of Learning Processes Supporting Metacognitive Skills in Preschool Education. Journal of Social, Humanities and Administrative Sciences, 5(5), 582-602
  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekarts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self regulation (pp. 13–41). Academic Press.
There are 37 citations in total.

Details

Primary Language Turkish
Journal Section Articles
Authors

Hülya Gülay Ogelman 0000-0002-4245-0208

Seda Sarac 0000-0002-4598-4029

Ali Emre Özbilen 0000-0002-4529-4001

Publication Date July 3, 2023
Published in Issue Year 2023 Volume: 9 Issue: 2

Cite

APA Gülay Ogelman, H., Sarac, S., & Özbilen, A. E. (2023). Okul Öncesinde Sosyal Becerilerin Öğrenmede Öz Düzenleme Düzeyini Yordayici Etkisi. International Anatolia Academic Online Journal Social Sciences Journal, 9(2), 1-11.



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