Investigation of the Relationship between Self-regulation and 21st Century Skills of Preschool Students

Yıl 2024, Cilt: 24 Sayı: 3, 1444 - 1460, 15.09.2024

Şerife Hülya Kurt

https://doi.org/10.17240/aibuefd.2024..-1407561

Öz

The aim of this study is to determine the relationship between self-regulation and 21st century skills of preschool children and the effect of self-regulation on 21st century skills. Relational survey was used as the research model. The sample of the study consists of 217 children studying in kindergartens in Tarsus district of Mersin province in the 2022-2023 academic year. The Self-Regulation Skills Scale was used to measure children's self-regulation skills and the 21st Century Skills Scale for 5-6 Year Old Children (DAY - 2) was used to measure 21st century skills. Correlation analysis and structural equation modeling were applied to the data. According to the findings, it was determined that there was a significant relationship between children's self-regulation and 21st century skills and their sub-dimensions. In the structural equation model, it was concluded that self-regulation significantly affected 21st century skills and explained 45% of the total variance. The findings obtained during the research process were discussed within the scope of the relevant literature and suggestions were made for future studies.

Anahtar Kelimeler

Preschool period, Self-Regulation, 21st Century skills, Early childhood

Okul Öncesi Dönem Çocuklarının Öz-düzenleme ve 21. Yüzyıl Becerileri Arasındaki İlişkinin İncelenmesi

Öz

: Bu çalışmanın amacı okul öncesi çocuklarının öz-düzenleme ve 21. yüzyıl becerileri arasındaki ilişki ve öz-düzenlemenin 21. yüzyıl becerileri üzerindeki etkisinin belirlenmesidir. Araştırmada model olarak ilişkisel tarama kullanılmıştır. Araştırmanın örneklemini 2022-2023 eğitim-öğretim yılında Mersin ili Tarsus ilçesi anaokullarında öğrenim gören 217 çocuk oluşturmaktadır. Araştırmada veri toplama aracı olarak çocukların öz-düzenleme becerilerini ölçmek için Öz Düzenleme Becerileri Ölçeği ve 21 yüzyıl becerilerini ölçmek için de 5-6 Yaş Çocuklar için 21. Yüzyıl Becerileri Ölçeği (DAY – 2) kullanılmıştır. Çalışmada verilere korelasyon analizi ve yapısal eşitlik modeli uygulanmıştır. Elde edilen bulgulara göre çocuklarının öz-düzenleme ile 21. yüzyıl becerileri ve alt boyutları arasındaki anlamlı ilişki olduğu tespit edilmiştir. Oluşturulan yapısal eşitlik modelinde öz-düzenlemenin 21.yüzyıl becerilerini anlamlı bir şekilde etkilediği ve toplam varyansın %45’ini açıkladığı sonucuna ulaşılmıştır. Araştırma sürecinde elde edilen bulgular ilgili literatür kapsamında ele alınmış ve gelecekte yapılacak çalışmalar için önerilerde bulunulmuştur.

Anahtar Kelimeler

Okul öncesi dönem, Öz-Düzenleme, 21.Yüzyıl becerileri, Erken çocukluk

Etik Beyan

Çalışmayla ilgili tüm prosedürler bir Üniversitenin Etik Kurulu tarafından onaylanmıştır. Veri toplamadanönce öğretmenler çalışma, çalışmadaki rolleri ve katılımcı olarak sahip oldukları haklar konusunda bilgilendirilmiştir. Daha sonra her bir aileden bilgilendirilmiş onam alınmıştır.

Destekleyen Kurum

Yoktur.

Teşekkür

Bu çalışmanın geliştirilmesine katkıda bulunan öncelikle tüm okul personellerine, ebeveynlere, öğretmenlere ve çocuklara minnetlerimi sunarım. Ayrıca yoğun mesaileri içerisinde makaleye katkı sağlamaya yönelik kıymetli zamanını ayıran derginiz editör ve hakelmerine teşekkür ederim.

Kaynakça

• Aktan, S. (2012). The relationship between students' academic success, self-regulation skills, motivation and teachers' teaching styles [Doctoral dissertation, Balıkesir University].
• Bauer, I. M. ve Baumeister, R. F. (2011). Self-regulatory strength. In K. Vohs, & R. Baumeister (Eds.), Handbook of self-regulation (2nd ed.) (pp. 64-82): New York: Guilford Press.
• Bayındır, D., ve Ural, O. (2016). Development of the Self-Regulation Skills Scale. International Online Journal of Educational Sciences, 8(4).
• Blair, C., & Raver, C. (2012). Child development in the context of adversity: Experiential canalization of brain and behavior. American Psychologist, 67, 309–318.
• Blair, C., & Raver, C. C. (2015). School readiness and self-regulation: A developmental psychobiological approach. Annual Review of Psychology, 66, 711-731.
• Blair, C. & Razza, R. P. (2007). Relating effortful control, executive function, and false belief understanding to emerging math and literacy ability in kindergarten. Child Development, 78(2), 647-663.
• Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. ve Demirel, F. (2014). Scientific research methods. Ankara: Pegem Akademi.
• Casey, A., Layte, R., Lyons, S., & Silles, M. (2012). Home computer use and academic performance of nine-year-olds. Oxford Review of Education, 38(5), 617-634.
• Chang, C. Y., Panjaburee, P., Lin, H. C., Lai, C. L., & Hwang, G. H. (2022). Effects of online strategies on students’ learning performance, self-efficacy, self-regulation and critical thinking in university online courses. Educational Technology Research and Development, 1-20.
• Chen, W., & Adler, J. L. (2019). Assessment of screen exposure in young children, 1997 to 2014. JAMA Pediatrics, 173(4), 391-393.
• Çiğdem, H. (2015). How does self-regulation affect computer-programming achievement in a blended context?. Contemporary Educational Technology, 6(1), 19-37.
• Czarnecki, K. (2009). How digital storytelling builds 21st century skills. Library Technology Reports, 45(7), 15.
• Davisson, E. K., & Hoyle, R. H. (2017). The Social‐Psychological Perspective on Self‐Regulation. The Wiley Handbook of Cognitive Control, 440-453.
• DeRosier, M. E., & Lloyd, S. W. (2010). The impact of children's social adjustment on academic outcomes. Reading & Writing Quarterly, 27(1-2), 25-47.
• Duru, E., & Balkıs, M. (2014). Analysis of the relationships between burnout, academic achievement and self-regulation. Educational Sciences in Theory and Practice, 14(4), 1263-1284.
• Engel, K. S., Moosbrugger, H. & Müller, H. (2003). Evaluating the fit of structural equation models: Tests of significance and sescriptive goodness of fit measures. Methods of Psychological Research Online, 8 (2), 23 – 74.
• Erol, A., İvrendi, A., & Özcan, Ö. (2022). The relationship between scientific process and self-regulation skills in early childhood. Dokuz Eylül University Buca Faculty of Education Journal, (54), 988-1005.
• Ezmeci, F. (2019). The effect of Preschool Self-Regulation Program on children's self-regulation, problem behaviors and social skills. [Doctoral dissertation, Hacettepe University].
• Galarneau, L., & Zibit, M. (2007). Online games for 21st century skills. Games and simulations in online learning: Research and Development Frameworks, 59-88.
• Gray, P. (2013). Free to Learn: Why Unleashing the Instinct to Play Will Make Our Children Happier, More Self-Reliant, and Better Students for Life. Hachette UK.
• Haryono, S. E., Wulandari, N. W., Eva, N., & Anggraini, H. (2019). Critical Thinking Skills And Self Regulated Learning In The Learning Process In Early Childhood. In Proceeding of International Conference of Psychology (pp. 92-96).
• Hatzigianni, M., & Margetts, K. (2012). ‘I am very good at computers’: young children's computer use and their computer self-esteem. European Early Childhood Education Research Journal, 20(1), 3-20.
• Hendry, A., Agyapong, M. A., D'Souza, H., Frick, M. A., Portugal, A. M., Konke, L. A., ... & Brocki, K. C. (2022). Inhibitory control and problem solving in early childhood: Exploring the burdens and benefits of high self‐control. Infant and Child Development, 31(3), e2297.
• Hirsh-Pasek, K., Hadani, H. S., Blinkoff, E., & Golinkoff, R. M. (2020). A new path to education reform: playful learning promotes 21st century skills in school and beyond. Policy Brief.
• Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PloS one, 13(7), e0199959.
• Kaufman, K. J. (2013). 21 ways to 21st century skills: why students need them and ideas for practical implementation. Kappa Delta Pi Record, 49(2), 78-83.
• Kauffman, D. F., Zhao, R., & Yang, Y. S. (2011). Effects of online note taking formats and self-monitoring prompts on learning from online text: Using technology to enhance self-regulated learning. Contemporary Educational Psychology, 36(4), 313-322.
• Lawrence, S. (2015). Interventions to Promote Young Children's Self-Regulation and Executive Function Skills in Early Childhood Settings. Child Care & Early Education Research Connections.
• McClelland, M. M., Cameron, C. E., Connor, C. M., Farris, C. L., Jewkes, A. M., ve Morrison, F. J. (2007). Links between behavioral regulation and preschoolers' literacy, vocabulary, and math skills. Developmental Psychology, 43(4), 947.
• McClelland, M., Geldhof, J., Morrison, F., Gestsdóttir, S., Cameron, C., Bowers, E., Duckworth A., Little T.,& Grammer, J. (2018). Self-regulation. In Handbook of Life Course Health Development (pp. 275-298). Springer, Cham.
• McClelland, M. M., & Tominey, S. L. (2014). The Development of Self-Regulation and Executive Function in Young Children. Zero to Three, 35(2), 2-8.
• McClelland, M. M., & Tominey, S. L. (Eds.). (2016). İntroduction to Special Issue on Self-Regulation in Early Childhood. Self-regulation and Early School Success. Routledge.
• McCombs, B. L. (2013). Self-regulated learning and academic achievement: A phenomenological view. In Self-regulated learning and academic achievement (pp. 63-117). Routledge.
• McMillan, J. H., & Schumacher, S. (2010). Research in Education: Evidence-Based Inquiry, MyEducationLab Series. Pearson.
• Montroy, J. J., Bowles, R. P., & Skibbe, L. E. (2016). The effect of peers' self-regulation on preschooler's self-regulation and literacy growth. Journal of Applied Developmental Psychology, 46, 73-83.
• Montroy, J.J. (2014). The development of behavıoral self-regulatıon across preschool and ıts assocıatıon wıth academıc achievement. [Doctoral dissertation, Michigan State University]. UCL Discovery.
• Nayfeld, I., Brenneman, K., & Gelman, R. (2011). Science in the classroom: Finding a balance between autonomous exploration and teacher-led instruction in preschool settings. Early Education & Development, 22(6), 970-988.
• Partnership For 21st Century Skills, (P21). (2009). Framework For 21st Century Learning. Erişim tarihi: 22 Aralık 2022 https://files.eric.ed.gov/fulltext/ED519462.pdf
• Radeva, S. (2020). STEM Education Should Support and Encourage 21st Century Skills of Children and Sustainability and United National Goals. Key Poınts For Early Chıldhood Stem Educatıon And Involvıng Parents, 4.
• Riva, S., & Ryan, T. G. (2015). Effect of Self-Regulating Behaviour on Young Children’s Academic Success. International Journal of Early Childhood Special Education, 7(1), 69-96.
• Rotherham, A. J., ve Willingham, D. T. (2010). 21st-century” skills. American Educator, 17(1), 17-20. Schmitt, S. A., Pratt, M. E., & McClelland, M. M. (2014). Examining the validity of behavioral self-regulation tools in predicting preschoolers' academic achievement. Early Education and Development, 25(5), 641-660.
• Sektnana, M., McClellanda, M., Acocka, A. & Morrison, F. (2010). Relations between early family risk, children’s behavioral regulation and academic achievement. Early Childhood Research Quarterly, 25, 464–479.
• Shanker, S. (2015). Self-regulation. Retrieved from; https://www.ccyp.wa.gov.au/media/ 1769/report-2012-thinker-in-residence-stuart-shanker-june-2012.pdf
• Singh, M. (2021). Acquisition of 21st century skills through STEAM education. Academia Letters, 2, 712.
• Steffens, K. (2006). Self‐regulated learning in technology‐enhanced learning environments: Lessons of a European peer review. European Journal of Education, 41(3‐4), 353-379.
• Tabachnick, B. G. & Fidell, L. S. (2013). Using multivariate statistics. Boston, Pearson. Taylor, R. D., Oberle, E., Durlak, J. A., & Weissberg, R. P. (2017). Promoting positive youth development through school‐based social and emotional learning interventions: A meta‐analysis of follow‐up effects. Child Development, 88(4), 1156-1171.
• Torres, M. (2011). Understandıng self-regulation, lınks to school readıness, and implıcatıons for intervenıng wıth hıgh-rısk chıldren. (Publication No. 3483744) [Doctoral dissertation, The Pennsylvania State University]. ProQuest Dissertations & Theses Global.
• Trilling, B. & Fadel, C. (2009). 21st Century Skills: Learning for Life in Our Times. San Francisco: Jossey-Bass.
• Tuğluk, M. N. & Altın, G. (2018). Leadership and accountability. In A. D. Öğretir-Özçelik, and M. N. Tuğluk, (Eds.) 21st century skills in education and industry. Ankara: Pegem Akademi.
• Turan, S., & Demirel, Ö. (2010). The relationship between self-regulated learning skills and academic achievement: The case of Hacettepe University Faculty of Medicine. Hacettepe University Faculty of Education Journal, 38(38). Yalçın, V., Simsar, A. & Dinler, H. (2020). 21st Century Skills Scale for 5-6 Year Old Children (DAY-2): Validity and Reliability Study. Mediterranean Journal of Educational Research, 14(32), 78-97.
• Yalçin, V., & Öztürk, O. (2022). Examination of the Effects of Design-Oriented STEM Activities on the 21st Century Skills of Pre-School Children Aged 3-4. Southeast Asia Early Childhood, 11(2), 1-20.
• Weber, A. M., & Greiff, S. (2023). ICT Skills in the Deployment of 21st Century Skills: A (Cognitive) Developmental Perspective through Early Childhood. Applied Sciences, 13(7), 4615.
• Williford, A. P., Vick Whittaker, J. E., Vitiello, V. E., ve Downer, J. T. (2013). Children’s Engagement within the Preschool Classroom and Their Development of Self-Regulation. Early Education and Development, 24(2), 162–187.