48-72 aylık çocuklarda saldırganlık yönelimi ve öz düzenleme becerileri arasındaki ilişkinin belirlenmesi
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Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Necmettin Erbakan Üniversitesi Eğitim Bilimleri Enstitüsü
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırma, okul öncesi eğitimi alan 48–72 aylık çocukların saldırganlık yönelimleri ve öz düzenleme
becerileri arasındaki ilişkinin belirlenmesi amacıyla yapılmıştır. Araştırmada ayrıca çocukların öz düzenleme
becerileri ve saldırganlık yönelimleri de çeşitli değişkenlere göre incelenmiştir. Bu kapsamda araştırmanın
çalışma grubunu Konya ilinde okul öncesi eğitimi alan 200 çocuk oluşturmuştur. Araştırmada çocukla ilgili
değişkenler olarak cinsiyet, yaş, kardeş sayısı, doğum sırası, anne çalışma durumu, anne yaşı, anne öğrenim
durumu, baba çalışma durumu, baba yaşı, baba öğrenim durumu, ailenin gelir düzeyi, öğretmenin yaşı,
öğretmenin çalışma süresi ve öğretmenin mezuniyet durumu ele alınmıştır. Araştırmada veri toplamak amacıyla;
çocuklar ve onların aileleri hakkındaki bilgilere ulaşabilmek için “Kişisel Bilgi Formu”, çocukların saldırganlık
yönelimini değerlendirmek için Kaynak, Kan ve Kurtulmuş (2016) tarafından geliştirilen “36-72 Aylık
Çocuklara Yönelik Saldırganlık Yönelim Ölçeği” ve çocukların öz düzenleme becerilerini belirlemek için
Bayındır ve Ural (2016) tarafından geliştirilen “Öz Düzenleme Becerileri Ölçeği” kullanılmıştır. Elde edilen
verilerin analizi SPPS 22 paket programı kullanılarak gerçekleştirilmiştir. Araştırmanın betimsel istatistikleri için
minimum değer, maksimum değer, aritmetik ortalama ve standart sapma gibi tanımlayıcı istatistikleri hesap
edilmiştir. Araştırmada saldırganlık yönelimi ve öz düzenleme becerileri 2 gruplu değişkenlere göre incelemesi
yapılırken Mann Whitney U testi; 2‟den daha fazla sayıda grup içeren değişkenlere göre incelenirken ise Kruskal
Wallis H testi tercih edilmiştir. Ayrıca, saldırganlık yönelimi ve öz düzenleme becerileri arasındaki ilişki
korelasyon analizi ile değerlendirilmiştir.
Araştırma sonucunda okul öncesi çocuklarda saldırganlık yönelimi olarak en fazla “başkalarına yönelik
ilişkisel saldırganlık” görülmektedir. Araştırmada 48-72 aylık okul öncesi dönem çocuklarında saldırganlık
yöneliminin çocuğun cinsiyetine, yaşına, annenin çalışma durumuna, kardeş sırasına, anne yaşına, baba çalışma
durumuna, baba öğrenim durumuna ve ekonomik duruma göre istatistiksel açıdan anlamlı farklılık göstermediği;
kardeş sayısına, anne öğrenim durumuna, baba yaşına, öğretmen yaşına, öğretmen çalışma süresine ve öğretmen
mezuniyetine göre istatistiksel açıdan anlamlı farklılık gösterdiği belirlenmiştir (p<.05).
Araştırmanın diğer bölümü olan öz düzenleme becerileri okul öncesi çocuklarında 3.80±.61 olarak
yüksek seviyede olduğu belirlenmiştir. Araştırmaya göre 48-72 aylık çocuklarda öz düzenleme becerileri
çocukların cinsiyetine, baba öğrenim durumuna, öğretmen yaşına ve öğretmen mezuniyet durumuna göre
istatistiksel açıdan anlamlı farklılık gösterirken, öz düzenleme becerileri çocukların yaşlarına, kardeş sayısına,
kardeş sırasına, anne çalışma durumuna, anne yaşına, anne öğrenim durumuna, baba çalışma durumuna, baba
yaşına, ekonomik durumuna ve öğretmen çalışma süresine göre istatistiksel açıdan anlamlı farklılık
göstermemektedir (p<.05).
Saldırganlık yönelimi ile öz düzenleme beceri arasındaki ilişki incelendiğinde; “başkalarına yönelik
fiziksel saldırganlık”, “başkalarına yönelik ilişkisel saldırganlık” ve “nesnelere/eşyalara yönelik saldırganlık”
boyutlarının öz düzenleme becerileri ile negatif yönlü anlamlı ilişkili olduğu tespit edilirken, alt boyutlardan
“kendine yönelik saldırganlık” ile öz düzenleme becerileri arasında anlamlı ilişki bulunamamıştır (p>.05).
This study was carried out to determine the relationship between aggression tendencies and self- regulation skills of 48-72 months old children who received pre-school education. In the study, children's self- regulation skills and aggression tendencies were also examined according to various variables. In this regard, the study group of the study consisted of 200 children who received pre-school education in Konya. Variables related to children such as gender, age, number of siblings, birth order, mother's employment status, mother's age, mother's education level, father's employment status, father's age, father's education level, family income level, teacher's age, teacher's working time and teacher's graduation status were discussed in the study. In order to collect data in the study, "Personal Information Form", to obtain necessary information about children and their families, "Aggression Tendency Scale for 36-72 Months-Old Children" developed by Kaynak, Kan and Kurtulmuş (2016), to evaluate children's aggression tendency, and to determine children's self-regulation skills “Self-Regulation Skills Scale” developed by Bayındır and Ural (2016) were used. The analysis of the obtained data was carried out using the SPSS 22 package program. For the descriptive statistics of the study, descriptive statistics such as minimum value, maximum value, arithmetic mean and standard deviation were calculated. While the aggression tendecy and self-regulation skills were examined according to the two-group variables, the Mann Whitney U test was preferred and the Kruskal Wallis H test was preferred while examining the variables including more than two groups. In addition, the relationship between aggression tendency and self-regulation skills was evaluated by correlation analysis. As a result of the study, "relational aggression towards others" was mostly seen as aggression tendency in preschool children. In the study, it was determined that the aggression tendency of 48-72 month-old preschool children did not show a statistically significant difference according to the child's gender, age, mother's employment status, sibling birth order, mother's age, father's employment status, father's education level and economic status, and it was also determined that the aggression tendency of 48-72 month-old preschool children showed a statistically significant difference according to the number of siblings, mother's education level, father's age, teacher's age, teacher's working time and teacher graduation status (p<.05). Self-regulation skills, which is the other part of the study, were determined to be at a high level as 3.80±.61 in preschool children. In the study, self-regulation skills in 48-72 month-old children did not show a statistically significant difference according to the children‟s age, the number of siblings, the order of siblings, the mother‟s employment status, the mother‟s age, the mother‟s education level, the father's employment status, the father's age, economic status and teacher‟s working time while self-regulation skills in 48-72 month-old children showed a statistically significant difference according to the children‟s gender, the father‟s education level, the teacher‟s age and the teacher‟s graduation status (p<.05). When the relationship between aggression tendency and self-regulation skills was examined, no significant relationship was found between "self-aggression" and self-regulation skills while it was determined that the dimensions of "physical aggression towards others", "relational aggression towards others" and "aggression towards objects/stuff" had a negatively significant relationship (p>.05).
This study was carried out to determine the relationship between aggression tendencies and self- regulation skills of 48-72 months old children who received pre-school education. In the study, children's self- regulation skills and aggression tendencies were also examined according to various variables. In this regard, the study group of the study consisted of 200 children who received pre-school education in Konya. Variables related to children such as gender, age, number of siblings, birth order, mother's employment status, mother's age, mother's education level, father's employment status, father's age, father's education level, family income level, teacher's age, teacher's working time and teacher's graduation status were discussed in the study. In order to collect data in the study, "Personal Information Form", to obtain necessary information about children and their families, "Aggression Tendency Scale for 36-72 Months-Old Children" developed by Kaynak, Kan and Kurtulmuş (2016), to evaluate children's aggression tendency, and to determine children's self-regulation skills “Self-Regulation Skills Scale” developed by Bayındır and Ural (2016) were used. The analysis of the obtained data was carried out using the SPSS 22 package program. For the descriptive statistics of the study, descriptive statistics such as minimum value, maximum value, arithmetic mean and standard deviation were calculated. While the aggression tendecy and self-regulation skills were examined according to the two-group variables, the Mann Whitney U test was preferred and the Kruskal Wallis H test was preferred while examining the variables including more than two groups. In addition, the relationship between aggression tendency and self-regulation skills was evaluated by correlation analysis. As a result of the study, "relational aggression towards others" was mostly seen as aggression tendency in preschool children. In the study, it was determined that the aggression tendency of 48-72 month-old preschool children did not show a statistically significant difference according to the child's gender, age, mother's employment status, sibling birth order, mother's age, father's employment status, father's education level and economic status, and it was also determined that the aggression tendency of 48-72 month-old preschool children showed a statistically significant difference according to the number of siblings, mother's education level, father's age, teacher's age, teacher's working time and teacher graduation status (p<.05). Self-regulation skills, which is the other part of the study, were determined to be at a high level as 3.80±.61 in preschool children. In the study, self-regulation skills in 48-72 month-old children did not show a statistically significant difference according to the children‟s age, the number of siblings, the order of siblings, the mother‟s employment status, the mother‟s age, the mother‟s education level, the father's employment status, the father's age, economic status and teacher‟s working time while self-regulation skills in 48-72 month-old children showed a statistically significant difference according to the children‟s gender, the father‟s education level, the teacher‟s age and the teacher‟s graduation status (p<.05). When the relationship between aggression tendency and self-regulation skills was examined, no significant relationship was found between "self-aggression" and self-regulation skills while it was determined that the dimensions of "physical aggression towards others", "relational aggression towards others" and "aggression towards objects/stuff" had a negatively significant relationship (p>.05).
Açıklama
Yüksek Lisans Tezi
Anahtar Kelimeler
Okul Öncesi Dönemde Saldırganlık, Saldırganlık Yönelimi, Öz Düzenleme Becerileri, Aggression in Preschool Period, Aggression Tendency, Self-regulation Skills
Kaynak
WoS Q Değeri
Scopus Q Değeri
Cilt
Sayı
Künye
Suna Şaka, A. S. (2022). 48-72 aylık çocuklarda saldırganlık yönelimi ve öz düzenleme becerileri arasındaki ilişkinin belirlenmesi. (Yayımlanmamış yüksek lisans tezi). Necmettin Erbakan Üniversitesi, Eğitim Bilimleri Enstitüsü, Temel Eğitim Anabilim Dalı, Konya.
