Okul Öncesi Çocuklarda Sosyal-Duygusal Uyumun Davranış Düzenleme ve Sosyal Becerilerle İlişkisinde Duygusal Kararsızlık ve Duygu Düzenlemenin Aracı Rolü

Year 2023, Volume: 7 Issue: 14, 161 - 183, 31.12.2023

Esin Sezgin , Yıldız Bilge , Burçin Çelik Esma Nur Sevük

https://doi.org/10.31461/ybpd.1373592

Abstract

Öz-düzenleme, bireyin kendi davranışlarını kontrol etme ve düzenleme becerisi olarak tanımlanır; bu yetenek, sosyal-duygusal uyumun temelini oluşturarak kişinin çevresiyle etkileşimde bulunma ve ilişkilerini yönetme yeteneğini etkilemektedir. Duygu düzenleme ise, duygusal tepkileri yönetme yeteneğini içermekte ve sosyal uyum ile öz düzenleme arasında kritik bir bağlantı kurduğu düşünülmektedir. Bu çalışmada, iki farklı model kullanarak, duygu düzenlemenin davranışsal düzenleme, sosyal beceri ve sosyal-duygusal uyum becerileri arasındaki ilişkide duygu düzenlemenin aracılık rolünü belirlemek amaçlanmıştır. Araştırmaya 5 ve 6 yaşında olan toplam 216 çocuk katılmıştır. Veriler Sosyo-Demografik Bilgi Formu, Duygu Ayarlama Ölçeği (DAÖ), Çocuk Davranışlarını Derecelendirme Ölçeği (ÇODDÖ) ve Marmara Sosyal-Duygusal Uyum Ölçeği (MASDÜ) kullanılarak toplanmıştır. Sosyo-demografik değişkenler cinsiyete göre sosyal yeterlilik ve sosyal-duygusal uyum puanları açısından değerlendirildiğinde kızların lehine anlamlı farklılıklar bulunmuştur. Annenin çalışma durumuna göre değerlendirildiğinde ise annesi çalışan çocuklar lehine anlamlı farklılıklar bulunmuştur. Duygu düzenleme, çocuk davranış değerlendirme ve sosyal-duygusal uyum arasında orta düzeyde anlamlı ilişkiler bulunmuştur. Aracılık analizlerine göre ise davranış düzenleme ile sosyal-duygusal uyum arasındaki ilişkide duygu değişkenliği/olumsuzluğu ve duygu düzenlemenin kısmi aracılık etkisi bulunmuştur. Benzer şekilde sosyal yeterlilik ile sosyal-duygusal uyum arasındaki ilişkide duygu değişkenliği/olumsuzluğu ve duygu düzenlemenin kısmi aracılık etkisi bulunmuştur. Çocukların duygu düzenlemesi ve duygu değişkenliği/olumsuzluğunun sosyal-duygusal uyum, sosyal yeterlilik ve davranış düzenleme arasındaki ilişkiye aracılık ettiği bulgusunun literatüre katkı sağlayacağı düşünülmektedir.

Keywords

Davranış Düzenleme, Sosyal-Duygusal Uyum, : Davranış Ayarlama, Öz Düzenleme

Ethical Statement

Sağlık Bilimleri Üniversitesi, Hamidiye Bilimsel Araştırmalar Etik Kurulundan 02.09.2022 tarih ve 20/6 sayılı etik izin alınmıştır.

The Mediating Role of Emotion Lability and Emotion Regulation in The Relationship Between Social-Emotional Adaptation with Behavior Regulation and Social Skills Among Preschool Children

Abstract

Self-regulation is defined as an individual's ability to control and regulate their own behavior; this skill, forming the foundation of social adjustment, influences one's ability to interact with their environment and manage relationships. Emotion regulation, on the other hand, involves the ability to manage emotional responses and is believed to establish a critical connection between social adjustment and self-regulation. In this study, the aim is to determine the mediating role of emotion regulation in the relationship between behavioral regulation, social skills, and social-emotional adjustment skills using two different models.The study included a total of 216 children aged 5 and 6. Data were collected using the Socio-Demographic Information Form, Emotion Regulation Scale (ERS), Child Behavior Rating Scale (CBRS), and Marmara Social-Emotional Adaptation Scale (MSEAS). When socio-demographic variables were evaluated in terms of social competence and social-emotional adjustment scores according to gender, significant differences were found in favor of girls. Significant differences were also found in favor of children with working mothers when evaluated based on the mother's employment status. There were moderate significant correlations found between emotion regulation, child behavior assessment, and social-emotional adjustment. According to the mediation analyses, there was a partial mediating effect of emotion variability/negativity and emotion regulation in the relationship between behavior regulation and social-emotional adjustment. Similarly, there was a partial mediating effect of emotion variability/negativity and emotion regulation in the relationship between social competence and social-emotional adjustment. It is thought that the finding that children's emotion regulation and emotion variability/negativity mediate the relationship between social-emotional adjustment, social competence, and behavior regulation will contribute to the literature.

Keywords

Behavior Regulation, Social-Emotional Adjustment, Emotion Regulation, Self-Regulation

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