Özgül öğrenme güçlüğü olan ve olmayan çocukların öz şefkat becerileri ile annelerinin bilişsel duygu düzenleme becerileri arasındaki ilişkinin incelenmesi
Abstract
Özel eğitim alanında çok sık rastlanan özgül öğrenme güçlüğü olan bireyler dinleme, düşünme, anlama, kendini ifade etme, okuma, yazma veya matematik becerilerinde yaşıtlarına oranla düşük başarı göstermektedirler. Araştırmanın genel amacı, özgül öğrenme güçlüğü olan ve olmayan 8-12 yaş grubu çocukların öz şefkat becerileri ile annelerinin bilişsel duygu düzenleme becerileri arasındaki ilişkinin incelenmesidir. Bu amaçla Sutton, vd. (2017) tarafından geliştirilen 'Çocuklar İçin Öz Şefkat Ölçeği ve Garnefski, vd. (2002) tarafından geliştirilmiş olan Bilişsel Duygu Düzenleme Ölçeği kullanılarak, 51 özgül öğrenme güçlüğü olmayan ve 49 özgül öğrenme güçlüğü yaşayan çocuk ve ailelerinden veri toplanmıştır. Elde edilen veriler sonucunda özgül öğrenme güçlüğü olan çocukların annelerinin diğer annelere göre kendini suçlama, kabul etme, düşünceye odaklanma, pozitif tekrar odaklanma, plana tekrar odaklanma, bakış açısına yerleştirme, yıkım, diğerlerini suçlama ve Öz Şefkat Ölçeği olumsuz puan ortalamalarının daha yüksek olduğu ancak pozitif yeniden gözden geçirme ve Öz Şefkat Ölçeği Olumlu puan ortalamalarının daha düşük olduğu belirlenmiştir. Annelerin Bilişsel Duygu Düzenleme puanlarına ilişkin ortalamaları incelendiğinde, ilkokul mezunu annelerin plana tekrar odaklanma; ortaokul mezunu annelerin kabul etme, pozitif tekrar odaklanma; lise mezunu annelerin düşünceye odaklanma, bakış açısını yerleştirme, yıkım ve diğerlerini suçlama; ön lisans mezunu annelerin; kendini suçlama toplam puan ortalamalarının diğer annelere göre daha yüksek olduğu belirlenmiştir. Ayrıca Öz Şefkat Ölçeği olumlu puanları ile bakış açısını yerleştirmek arasında orta düzeyde pozitif bir ilişki olduğu, Öz Şefkat Ölçeği olumsuz puanları ile yıkım arasında ise orta düzeyde negatif bir ilişki olduğu belirlenmiştir.
Specific learning disability, which is quite common in the field of special education, is the low achievement in listening, thinking, comprehension, self-expression, reading, writing or math skills compared to peers. The general aim of this study was to examine the relationship between self-compassion skills of children with and without specific learning disabilities (8-12 year old) and their mothers' cognitive emotion regulation skills. For this purpose, data were collected from 51 children without specific learning disabilities and 49 children with specific learning disabilities and their families using the 'Self-Compassion Scale for Children' developed by Sutton et al. (2017) and the Cognitive Emotion Regulation Scale developed by Garnefski et al. As a result of the data obtained, it was determined that the mothers of children with specific learning disabilities had higher mean scores of self-blame, acceptance, focusing on thought, positive refocusing, refocusing on plan, putting into perspective, destruction, blaming others and negative scores of the Self-Compassion Scale, and lower mean scores of positive refocusing and positive Self-Compassion Scale. When the mean scores of the mothers' Cognitive Emotion Regulation scores were examined, it was found that the mean scores of refocusing on the plan of mothers who graduated from primary school; the mean scores of acceptance and positive refocusing of mothers who graduated from secondary school; the mean scores of focusing on thought, perspective placement, destruction and blaming others of mothers who graduated from high school; and the mean scores of self-blame of mothers who graduated from associate's degree were higher than the other mothers. In addition, it was found that there was a moderate positive relationship between the positive scores of the Self-Compassion Scale and perspective taking, and a moderate negative relationship between the negative scores of the Self-Compassion Scale and destruction.
Specific learning disability, which is quite common in the field of special education, is the low achievement in listening, thinking, comprehension, self-expression, reading, writing or math skills compared to peers. The general aim of this study was to examine the relationship between self-compassion skills of children with and without specific learning disabilities (8-12 year old) and their mothers' cognitive emotion regulation skills. For this purpose, data were collected from 51 children without specific learning disabilities and 49 children with specific learning disabilities and their families using the 'Self-Compassion Scale for Children' developed by Sutton et al. (2017) and the Cognitive Emotion Regulation Scale developed by Garnefski et al. As a result of the data obtained, it was determined that the mothers of children with specific learning disabilities had higher mean scores of self-blame, acceptance, focusing on thought, positive refocusing, refocusing on plan, putting into perspective, destruction, blaming others and negative scores of the Self-Compassion Scale, and lower mean scores of positive refocusing and positive Self-Compassion Scale. When the mean scores of the mothers' Cognitive Emotion Regulation scores were examined, it was found that the mean scores of refocusing on the plan of mothers who graduated from primary school; the mean scores of acceptance and positive refocusing of mothers who graduated from secondary school; the mean scores of focusing on thought, perspective placement, destruction and blaming others of mothers who graduated from high school; and the mean scores of self-blame of mothers who graduated from associate's degree were higher than the other mothers. In addition, it was found that there was a moderate positive relationship between the positive scores of the Self-Compassion Scale and perspective taking, and a moderate negative relationship between the negative scores of the Self-Compassion Scale and destruction.
Description
Keywords
Eğitim ve Öğretim, Education and Training