Okul öncesi eğitime devam eden çocukların mizaç özelliklerinin akademik benlik saygısına etkisi
Abstract
Bu araştırmada, okul öncesi eğitime devam eden 60-72 aylık çocukların mizaç özelliklerinin akademik benlik saygısına etkisinin belirlenmesi amaçlanmıştır. Araştırmanın örneklemini, İstanbul ili Ümraniye ilçesinde bulunan kamu ve özel anasınıflarına ve anaokullarına devam eden 60-72 aylık okul öncesi dönem 370 çocuğun ebeveynleri ve bu çocukların öğretmenleri oluşturmaktadır. Araştırmada kolayda örnekleme yöntemi kullanılmıştır. Araştırmada çocuk ve ebeveynlere ilişkin bilgileri öğrenmek amacıyla 'Ebeveyn Bilgi Formu', çocuğun mizaç özelliklerinin belirlenmesi amacıyla 'Çocuklar İçin Mizaç Değerlendirme Takımı-Gözden Geçirilmiş Ebeveyn Formu', öğretmenlere ilişkin bilgileri öğrenmek amacıyla 'Öğretmen Bilgi Formu' ve çocuğun akademik benlik saygısı düzeyinin belirlenmesi amacıyla 'Akademik Benlik Saygısı Ölçeği' kullanılmıştır. Araştırmadan elde edilen verilerin analizinde SPSS programı kullanılmıştır. Araştırmada ilk olarak betimsel istatistikler hesaplanmış, normal dağılım gösteren verilerin demografik değişkenlere göre farklılaşma durumu t-testi ve tek yönlü Anaova analizi ile test edilmiştir. Çocuğun mizaç özelliği ile akademik benlik saygısı arasındaki ilişki Pearson Korelasyon analizi ile bakılmıştır. Mizaç özelliklerinin akademik benlik saygısı üzerindeki etkisi Çoklu Doğrusal Regresyon Analizi ile test edilmiştir. Analizlerde anlamlılık düzeyi 0,05 (p<0,05) olarak belirlenmiştir. Araştırma sonucunda, 60-72 aylık çocukların mizaç özelliklerinin bazı değişkenlere (çocuğun cinsiyetine, anne yaşına, anne eğitim durumuna, ailenin sosyo-ekonomik durumuna, evde yaşayan kişilerin/akrabaların olmasına, çocuğu büyüten kişiye ve çocuğun kardeşi olmasına) göre farklılaştığı, bazı değişkenlere (baba yaşına, baba eğitim durumuna, anne çalışma durumuna, anne babanın birlikte yaşama durumuna ve çocuğun doğum sırasına) göre ise farklılaşmadığı görülmüştür. Fakat çocuğun akademik benlik saygısının hiçbir değişkene (öğretmenin yaşı, öğretmenin görev yaptığı okul türü ve öğrencinin sosyo-ekonomik durumu) göre farklılaşmadığı görülmüştür. Araştırmada, çocuğun mizaç özellikleri alt boyutlarından utangaçlık ve aktivite düzeyi değişkenlerinin akademik benlik saygısına negatif etki yapmakta iken sebat değişkeninin akademik benlik saygısına pozitif etki yaptığı sonucuna ulaşılmıştır.
In this study, it is aimed to determine the effect of temperament characteristics of 60-72 months old children who continue preschool education on academic self-esteem. The sample of the study consists of the parents and teachers of 370 pre-school children aged 60-72 months old, who attend public and private kindergartens and kindergartens in Ümraniye district of Istanbul province. Easy sampling method was used in the research. In the research, 'Parental Information Form' is used to learn information about children and parents, 'Temperament Assessment Team for Children-Revised Parent Form' to determine the temperament characteristics of the child, 'Teacher Information Form' to learn the information about teachers and the level of academic self-esteem of the child. 'Academic Self-Esteem Scale' was used. SPSS program was used in the analysis of the data obtained from the research. Descriptive statistics were first calculated in the study, and the differentiation status of the normally distributed data according to demographic variables was tested with t-test and one-way Anova analysis. The relationship between the temperament feature of the child and the academic self-esteem was examined by Pearson Correlation analysis. The effect of temperament characteristics on academic self-esteem was tested by Multiple Linear Regression Analysis. In the analysis, the level of significance was set at 0.05 (p <0.05). As a result of the research, the temperament characteristics of children aged 60-72 months old differ according to some variables (child's gender, maternal age, educational status of the mother, socio-economic status of the family, people living in the home / relatives, the person who raised the child and the status of the child's brother). It was observed that there was no difference according to variables (age of father, education level of father, working status of mother, state of living together with father and birth order of child). However, it was observed that the academic self-esteem of the child did not differ according to any variable (the age of the teacher, the type of school where the teacher worked and the socio-economic status of the student). In the study, it was concluded that the shyness and activity level variables, which are among the sub-dimensions of the temperament characteristics of the child, have a negative effect on the academic self-esteem, while the persistence variable has a positive effect on the academic self-esteem.
In this study, it is aimed to determine the effect of temperament characteristics of 60-72 months old children who continue preschool education on academic self-esteem. The sample of the study consists of the parents and teachers of 370 pre-school children aged 60-72 months old, who attend public and private kindergartens and kindergartens in Ümraniye district of Istanbul province. Easy sampling method was used in the research. In the research, 'Parental Information Form' is used to learn information about children and parents, 'Temperament Assessment Team for Children-Revised Parent Form' to determine the temperament characteristics of the child, 'Teacher Information Form' to learn the information about teachers and the level of academic self-esteem of the child. 'Academic Self-Esteem Scale' was used. SPSS program was used in the analysis of the data obtained from the research. Descriptive statistics were first calculated in the study, and the differentiation status of the normally distributed data according to demographic variables was tested with t-test and one-way Anova analysis. The relationship between the temperament feature of the child and the academic self-esteem was examined by Pearson Correlation analysis. The effect of temperament characteristics on academic self-esteem was tested by Multiple Linear Regression Analysis. In the analysis, the level of significance was set at 0.05 (p <0.05). As a result of the research, the temperament characteristics of children aged 60-72 months old differ according to some variables (child's gender, maternal age, educational status of the mother, socio-economic status of the family, people living in the home / relatives, the person who raised the child and the status of the child's brother). It was observed that there was no difference according to variables (age of father, education level of father, working status of mother, state of living together with father and birth order of child). However, it was observed that the academic self-esteem of the child did not differ according to any variable (the age of the teacher, the type of school where the teacher worked and the socio-economic status of the student). In the study, it was concluded that the shyness and activity level variables, which are among the sub-dimensions of the temperament characteristics of the child, have a negative effect on the academic self-esteem, while the persistence variable has a positive effect on the academic self-esteem.
Description
Keywords
Eğitim ve Öğretim, Akademik benlik, Benlik saygısı, Education and Training, Kişilik özellikleri, Academic self, Self esteem, Mizaç, Personality traits, Okul öncesi eğitim, Temperament, Preschool education, Okul öncesi çocuklar, Preschool childrens