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4-6 Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeğinin Geliştirilmesi (Anne Formu)

Yıl 2018, Cilt: 44 Sayı: 44, 178 - 195, 01.07.2018

Ahmet Erol Asiye İvrendi

Öz

Bu araştırmada, 4-6
yaş çocuklarının öz-düzenleme becerilerini ebeveyn görüşlerine dayalı olarak
belirlemeye yönelik bir ölçeğin geliştirilmesi amaçlanmıştır. Araştırma
Türkiye’nin bir güneybatı ilinde anaokulları ve anasınıflarına devam eden 509
çocuk ile yürütülmüştür. Ölçeğin yapı geçerliği için eş zaman ölçüt geçerliği,
açımlayıcı faktör analizi (AFA) ve doğrulayıcı faktör analizi (DFA)
kullanılmıştır. AFA sonucu ölçeğin 20 madde ve 4 faktörden oluştuğunu ve toplam
varyansın %61’nin açıklandığını göstermektedir. Faktörler dikkat, çalışma
belleği, engelleyici kontrol–duygu ve engelleyici kontrol–davranış olarak
isimlendirilmiştir. DFA sonucunda ise elde edilen yapının uyum indekslerinin
yeterli düzeyde olduğu belirlenmiştir (χ2/sd=1.91, RMSEA=.07, SRMR=.07).
Ölçeğin toplam madde korelasyonları .36 ile .70 arasında değişmektedir. Ölçeğin
Cronbach Alfa iç tutarlılık katsayısının .90, eş zaman geçerliğinin .84 ve test
tekrar test güvenirliğinin .77 olduğu saptanmıştır. Bu bulgulardan hareketle,
ölçeğin 4-6 yaş çocuklarının öz-düzenleme becerilerini anne görüşlerine dayalı
olarak geçerli ve güvenir bir şekilde belirlemek için kullanılabileceği
söylenebilir.

Anahtar Kelimeler

Öz-düzenleme becerileri dikkat çalışma belleği engeleyici kontrol

Kaynakça

  • Alloway, T., & Alloway, R. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20–29.
  • Bayındır, D., & Ural, O. (2016). Development of the self-regulation skills scale. International Online Journal of Educational Sciences, 8(4), 119-132.
  • Birgisdóttir, F., Gestsdóttir, S., & Thorsdóttir, F. (2015). The role of behavioral self-regulation in learning to read: A 2-year longitudinal study of Icelandic preschool children. Early Education and Development, 26(56), 807–828.
  • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. The American Psychologist, 57, 111–127. DOI:10.1037/0003-066x.57.2.111.
  • Blair, C., & Raver, C. C. (2012). Individual development and evolution: experiential canalization of self- regulation. Developmental Psycholgy, 48, 647–657. Doi: 10.1037/a0026472.
  • 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, 647–663. DOI:10.1111/j.1467-8624.2007.01019.x
  • Bodrova, E., & Leong, D. J. (2008). Developing self-regulation in kindergarten: Can we keep all the crickets in the basket? Beyond the Journal. Young Children on the Web. NAEYC.
  • Bodrova, E., & Leong, D. J. (2007). Tools of the mind the Vygotskian approach to early childhood education (8. Editon). Pearson Merrill Prentice Hall, Upper Saddle River, New Jersey. ISBN: 0-13-027804-1.
  • Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York: The Guildford Press.Bronson, M. B., Goodson, B. D., Layzer, J. J., & Love, J. (1990). Child Behavior Rating Scale. Cambridge, M. A: Abt. Associates.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (18. Baskı.). Ankara: Pegem Akademik Yayıncılık.
  • Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22, 489-510.
  • Chang, F., & Burns, B. M. (2005). Attention in preschoolers: Associations with effortful control and motivation. Child Development, 76, 247−263.
  • Chrysochoou, E., Bablekou, Z., Masoura, E., & Tsigilis, N. (2013). Working memory and vocabulary development in Greek preschool and primary school children. European Journal of Developmental Psychology, 10(4), 417-432. DOI: 10.1080/17405629.2012.686656.
  • Clark, C. A. C., Pritchard, V. E.. & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46, 1176–1191. DOI: 10.1037=a0019672.
  • Davis, D. W., Harris, R. C., & Burns, B. M. (2010). Attention regulation in low‐risk very low birth weight preschoolers: the influence of child temperament and parental sensitivity. Early Child Development and Care, 180(8), 1019-1040. DOI: 10.1080/03004430802673961.
  • Eisenberg, N. (2012). Temperamental effortful control (Self-regulation). Encylopedia on early childhood development. http://www.child-encyclopedia. com/temperament /according- experts/temperamental- effortful-control-self-regulation.
  • Eisenberg, N., & Okun, M. A. (1996). The relations of dispositional regulation and emotionality to elders' empathy-related responding and affect while volunteering. Journal of Personality, 64, 157−183.
  • Eisenberg, N., Smith, C. L., Sadovsky, A., & Spinrad, T. L. (2004). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (s. 259–282). New York: Guilford.
  • Fındık Tanrıbuyurdu, E., & Güler Yıldız, T. (2014). Okul Öncesi Öz-Düzenleme Ölçeği (OÖDÖ): Türkiye Uyarlama Çalışması. Eğitim ve Bilim, 39(176), 317-328.
  • Harris, R. C., Robinson, J. B. Chang, F., & Burns, B. M. (2007). Characterizing preschool children's attention regulation in parent–child interactions: The roles of effortful control and motivation. Journal of Applied Developmental Psychology 28, 25–39.
  • Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self- regulation. Trends in Cognitive Sciences, 16, 174-180. DOI:10.1016/j.tics.2012.01.006.
  • Hong Ching, B. H. (2017). Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children. Contemporary Educational Psychology, 51, 99–113.
  • Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2013). Assessment of Executive Function in Preschool-Aged Children. Ment Retard Dev Disabil Res Rev., 11(3), 209–215. DOI:10.1002/mrdd.20075.
  • Ivrendi, A. (2016). Choice driven peer play, self-regulation and number sense. European Early Childhood Education Research Journal, 24(6), 895-906. Doi: 10.1080/1350293X.2016.1239325 (Yayın No: 3097546).
  • Kalaycı, Ş. (2016). SPSS uygulamalı çok değişkenli istatistiktik teknikleri (7. Baskı). Ankara: Asil Yayıncılık.
  • Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24(6), 781–791.
  • Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199–214.
  • Kroesbergen, E. H., Van‘t Noordende, J. E., & Kolkman, M. E. (2014). Training working memory in kindergarten children: Effects on working memory and early numeracy. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 20, 23–37.
  • Lehmann, J. Quaiser-Pohl, C., & Jansen, P. (2014). Correlation of motor skill, mental rotation, and working memory in 3- to 6-year-old children. European Journal of Developmental Psychology, 11(5), 560-573. DOI: 10.1080/17405629.2014.888995.
  • Macdonald, J. A., Beauchamp, M. H., Crigan, J. A., & Anderson, P. J. (2014) Age-related differences in inhibitory control in the early school years. Child Neuropsychology, 20(5), 509-526. DOI: 10.1080/09297049.2013.822060.
  • McClelland, M. M., & Cameron, C. E. (2012). Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures. Child Development Perspectives The Society for Research in Child Development, 1-7. DOI: 10.1111/j.1750-8606.2011.00191.x.
  • McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471– 490.
  • Meltzer, L., & Krishnan, K. (2007). Executive function difficulties and learning disabilities. In L. Meltzer (Ed.), Executive Function in Education: From Theory to Practice (pp. 76–104). New York: Guilford Press.Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12, 427–441.
  • Preßler, A. L., Krajewski, K., & Hasselhorn, M. (2013). Working memory capacity in preschool children contributes to the acquisition of school relevant precursor skills. Learning and Individual Differences, 23, 138–144.
  • Raver, C. C., Smith-Carter, J., McCoy, D. C., Roy, A., Ursache, A., & Friedman, A. H. (2012). Testing models of children’s self-regulation within educational contexts: Implications for measurement. Advances in Child Development and Behavior, 42, 245-270.
  • Roman, A. S., Pisoni, D. B., & Kronenbergerb, W. G (2014). Assessment of Working Memory Capacity in Preschool Children Using the Missing Scan Task. Infant Child Development, 23(6), 575–587. DOI: 10.1002/icd.1849.
  • Shanahan, M. A., Pennington, B. F., & Willcutt, E.W. (2008). Do motivational incentives reduce the inhibition deficit in ADHD? Developmental Neuropsychology, 33(2), 137–159.
  • Sezgin, E., & Demiriz, S. (2016). Çocuk Davranış Değerlendirme Ölçeği’ nin (ÇODDÖ) Türkçe’ ye Uyarlanması: Geçerlik ve güvenirlik çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 702-718.
  • Schmitt, S. A., Finders, J. K., & McClelland, M. M. (2015). Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool. Early Education and Development, 26(2), 189-208. DOI: 10.1080/10409289.2015.975033.
  • Singer, B. D., & Bashir, A. S. (1999). What are executive functions and selfregulation and what do they have to do with language-learning disorders? Language, Speech, and Hearing Services in Schools, 30, 265-273.
  • Skibbe, L. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy and language growth. Early Childhood Research Quarterly, 26(1), 42–49.
  • Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of preschool self-regulation assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22,173-187.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (sixth ed.) Pearson, Boston.Valiente, C., Lemery-Chalfant, K., & Castro, K. S. (2007). Children’s effortful control and academic competence. Merrill-Palmer Quarterly, 53, 1–25.
  • Vandenbroucke, L., Verschueren, K., Desoete, A., Aunio, P., Ghesquière, P., & Baeyensa, D. (2018). Crossing the bridge to elementary school: The development of children’s working memory components in relation to teacher-student relationships and academic achievement. Early Childhood Research Quarterly, 42, 1-10.
  • Blair, C. (2016) The Development of Executive Functions and Self-Regulation: A Bidirectional Psychobiological Model. K. D. Vohs ve R. F. Baumeister (Ed.), Handbook of Self-Regulation, (Third Edition): Research, Theory, and Applications (ss. 300-320). Guilford Publications, New York.
  • Watson, A. J., & Bell, M. A. (2013). Individual Differences in Inhibitory Control Skills at Three Years of Age. Developmental Neuropsychology, 38(1), 1-21. DOI: 10.1080/87565641.2012.718818.
  • Whitebread, D., & Basilio, B. (2011). The Emergence And Early Development of Self-Regulation in Young Children, 15-33. http://www.ugr.es/local/recfpro/rev161ART2en. pdf.
  • Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Bingham, S., & et al. (2009). The development of two observational tools for assessing metacognition and self regulated learning in young children. Metacognition and Learning, 4, 63–85. DOI: 10.1007/s11409-008-9033-1.
  • Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), Serial No. 274.

Developing an Instrument for Measuring Self-Regulation Skills of 4-6 -Year -Old Children (Mother Form)

Yıl 2018, Cilt: 44 Sayı: 44, 178 - 195, 01.07.2018

Ahmet Erol Asiye İvrendi

Öz

This study aimed to develop an instrument for measuring self-regulation skills of 4 to 6 –year- old children based on mothers’ views. This study was conducted with 509 children who were enrolled in preschool and kindergarten programs in a southwest city of Turkey. Criterion validity, explanatory factor analysis (EFA) and confirmatory factor analysis (CFA) were used for ensuring construct validity. EFA results showed that the scale consisted of 20 items and had four factors, which explains %61 of the variance. The factors were titled as attention, working memory, inhibitory control-emotion and inhibitory control-behavior. As a results of CFA, it was determined that the compliance indices of the obtained structure were sufficient (χ2/sd=1.91, RMSEA=.07, SRMR=.07). The total item correlations of the scale changed from .36 to .70. The internal consistency coefficient of the scale was .90, validity was .84, and test-retest reliability was .77. Moving from these results, the instrument can be used as a valid and reliable scale to determine 4-6 year olds’ self-regulation skills based on mothers’ views.

Anahtar Kelimeler

Self-regulation skills attention working memory inhibitory control

Kaynakça

  • Alloway, T., & Alloway, R. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106, 20–29.
  • Bayındır, D., & Ural, O. (2016). Development of the self-regulation skills scale. International Online Journal of Educational Sciences, 8(4), 119-132.
  • Birgisdóttir, F., Gestsdóttir, S., & Thorsdóttir, F. (2015). The role of behavioral self-regulation in learning to read: A 2-year longitudinal study of Icelandic preschool children. Early Education and Development, 26(56), 807–828.
  • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. The American Psychologist, 57, 111–127. DOI:10.1037/0003-066x.57.2.111.
  • Blair, C., & Raver, C. C. (2012). Individual development and evolution: experiential canalization of self- regulation. Developmental Psycholgy, 48, 647–657. Doi: 10.1037/a0026472.
  • 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, 647–663. DOI:10.1111/j.1467-8624.2007.01019.x
  • Bodrova, E., & Leong, D. J. (2008). Developing self-regulation in kindergarten: Can we keep all the crickets in the basket? Beyond the Journal. Young Children on the Web. NAEYC.
  • Bodrova, E., & Leong, D. J. (2007). Tools of the mind the Vygotskian approach to early childhood education (8. Editon). Pearson Merrill Prentice Hall, Upper Saddle River, New Jersey. ISBN: 0-13-027804-1.
  • Bronson, M. B. (2000). Self-regulation in early childhood: Nature and nurture. New York: The Guildford Press.Bronson, M. B., Goodson, B. D., Layzer, J. J., & Love, J. (1990). Child Behavior Rating Scale. Cambridge, M. A: Abt. Associates.
  • Büyüköztürk, Ş. (2013). Sosyal bilimler için veri analizi el kitabı: İstatistik, araştırma deseni, SPSS uygulamaları ve yorum (18. Baskı.). Ankara: Pegem Akademik Yayıncılık.
  • Carlson, S. M., & Wang, T. S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22, 489-510.
  • Chang, F., & Burns, B. M. (2005). Attention in preschoolers: Associations with effortful control and motivation. Child Development, 76, 247−263.
  • Chrysochoou, E., Bablekou, Z., Masoura, E., & Tsigilis, N. (2013). Working memory and vocabulary development in Greek preschool and primary school children. European Journal of Developmental Psychology, 10(4), 417-432. DOI: 10.1080/17405629.2012.686656.
  • Clark, C. A. C., Pritchard, V. E.. & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental Psychology, 46, 1176–1191. DOI: 10.1037=a0019672.
  • Davis, D. W., Harris, R. C., & Burns, B. M. (2010). Attention regulation in low‐risk very low birth weight preschoolers: the influence of child temperament and parental sensitivity. Early Child Development and Care, 180(8), 1019-1040. DOI: 10.1080/03004430802673961.
  • Eisenberg, N. (2012). Temperamental effortful control (Self-regulation). Encylopedia on early childhood development. http://www.child-encyclopedia. com/temperament /according- experts/temperamental- effortful-control-self-regulation.
  • Eisenberg, N., & Okun, M. A. (1996). The relations of dispositional regulation and emotionality to elders' empathy-related responding and affect while volunteering. Journal of Personality, 64, 157−183.
  • Eisenberg, N., Smith, C. L., Sadovsky, A., & Spinrad, T. L. (2004). Effortful control: Relations with emotion regulation, adjustment, and socialization in childhood. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory, and applications (s. 259–282). New York: Guilford.
  • Fındık Tanrıbuyurdu, E., & Güler Yıldız, T. (2014). Okul Öncesi Öz-Düzenleme Ölçeği (OÖDÖ): Türkiye Uyarlama Çalışması. Eğitim ve Bilim, 39(176), 317-328.
  • Harris, R. C., Robinson, J. B. Chang, F., & Burns, B. M. (2007). Characterizing preschool children's attention regulation in parent–child interactions: The roles of effortful control and motivation. Journal of Applied Developmental Psychology 28, 25–39.
  • Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self- regulation. Trends in Cognitive Sciences, 16, 174-180. DOI:10.1016/j.tics.2012.01.006.
  • Hong Ching, B. H. (2017). Mathematics anxiety and working memory: Longitudinal associations with mathematical performance in Chinese children. Contemporary Educational Psychology, 51, 99–113.
  • Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2013). Assessment of Executive Function in Preschool-Aged Children. Ment Retard Dev Disabil Res Rev., 11(3), 209–215. DOI:10.1002/mrdd.20075.
  • Ivrendi, A. (2016). Choice driven peer play, self-regulation and number sense. European Early Childhood Education Research Journal, 24(6), 895-906. Doi: 10.1080/1350293X.2016.1239325 (Yayın No: 3097546).
  • Kalaycı, Ş. (2016). SPSS uygulamalı çok değişkenli istatistiktik teknikleri (7. Baskı). Ankara: Asil Yayıncılık.
  • Klingberg, T., Forssberg, H., & Westerberg, H. (2002). Training of working memory in children with ADHD. Journal of Clinical and Experimental Neuropsychology, 24(6), 781–791.
  • Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18, 199–214.
  • Kroesbergen, E. H., Van‘t Noordende, J. E., & Kolkman, M. E. (2014). Training working memory in kindergarten children: Effects on working memory and early numeracy. Child Neuropsychology: A Journal on Normal and Abnormal Development in Childhood and Adolescence, 20, 23–37.
  • Lehmann, J. Quaiser-Pohl, C., & Jansen, P. (2014). Correlation of motor skill, mental rotation, and working memory in 3- to 6-year-old children. European Journal of Developmental Psychology, 11(5), 560-573. DOI: 10.1080/17405629.2014.888995.
  • Macdonald, J. A., Beauchamp, M. H., Crigan, J. A., & Anderson, P. J. (2014) Age-related differences in inhibitory control in the early school years. Child Neuropsychology, 20(5), 509-526. DOI: 10.1080/09297049.2013.822060.
  • McClelland, M. M., & Cameron, C. E. (2012). Self-Regulation in Early Childhood: Improving Conceptual Clarity and Developing Ecologically Valid Measures. Child Development Perspectives The Society for Research in Child Development, 1-7. DOI: 10.1111/j.1750-8606.2011.00191.x.
  • McClelland, M. M., Acock, A. C., & Morrison, F. J. (2006). The impact of kindergarten learning-related skills on academic trajectories at the end of elementary school. Early Childhood Research Quarterly, 21(4), 471– 490.
  • Meltzer, L., & Krishnan, K. (2007). Executive function difficulties and learning disabilities. In L. Meltzer (Ed.), Executive Function in Education: From Theory to Practice (pp. 76–104). New York: Guilford Press.Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12, 427–441.
  • Preßler, A. L., Krajewski, K., & Hasselhorn, M. (2013). Working memory capacity in preschool children contributes to the acquisition of school relevant precursor skills. Learning and Individual Differences, 23, 138–144.
  • Raver, C. C., Smith-Carter, J., McCoy, D. C., Roy, A., Ursache, A., & Friedman, A. H. (2012). Testing models of children’s self-regulation within educational contexts: Implications for measurement. Advances in Child Development and Behavior, 42, 245-270.
  • Roman, A. S., Pisoni, D. B., & Kronenbergerb, W. G (2014). Assessment of Working Memory Capacity in Preschool Children Using the Missing Scan Task. Infant Child Development, 23(6), 575–587. DOI: 10.1002/icd.1849.
  • Shanahan, M. A., Pennington, B. F., & Willcutt, E.W. (2008). Do motivational incentives reduce the inhibition deficit in ADHD? Developmental Neuropsychology, 33(2), 137–159.
  • Sezgin, E., & Demiriz, S. (2016). Çocuk Davranış Değerlendirme Ölçeği’ nin (ÇODDÖ) Türkçe’ ye Uyarlanması: Geçerlik ve güvenirlik çalışması. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 12(2), 702-718.
  • Schmitt, S. A., Finders, J. K., & McClelland, M. M. (2015). Residential Mobility, Inhibitory Control, and Academic Achievement in Preschool. Early Education and Development, 26(2), 189-208. DOI: 10.1080/10409289.2015.975033.
  • Singer, B. D., & Bashir, A. S. (1999). What are executive functions and selfregulation and what do they have to do with language-learning disorders? Language, Speech, and Hearing Services in Schools, 30, 265-273.
  • Skibbe, L. E., Connor, C. M., Morrison, F. J., & Jewkes, A. M. (2011). Schooling effects on preschoolers’ self-regulation, early literacy and language growth. Early Childhood Research Quarterly, 26(1), 42–49.
  • Smith-Donald, R., Raver, C. C., Hayes, T., & Richardson, B. (2007). Preliminary construct and concurrent validity of preschool self-regulation assessment (PSRA) for field-based research. Early Childhood Research Quarterly, 22,173-187.
  • Tabachnick, B. G., & Fidell, L. S. (2013). Using Multivariate Statistics (sixth ed.) Pearson, Boston.Valiente, C., Lemery-Chalfant, K., & Castro, K. S. (2007). Children’s effortful control and academic competence. Merrill-Palmer Quarterly, 53, 1–25.
  • Vandenbroucke, L., Verschueren, K., Desoete, A., Aunio, P., Ghesquière, P., & Baeyensa, D. (2018). Crossing the bridge to elementary school: The development of children’s working memory components in relation to teacher-student relationships and academic achievement. Early Childhood Research Quarterly, 42, 1-10.
  • Blair, C. (2016) The Development of Executive Functions and Self-Regulation: A Bidirectional Psychobiological Model. K. D. Vohs ve R. F. Baumeister (Ed.), Handbook of Self-Regulation, (Third Edition): Research, Theory, and Applications (ss. 300-320). Guilford Publications, New York.
  • Watson, A. J., & Bell, M. A. (2013). Individual Differences in Inhibitory Control Skills at Three Years of Age. Developmental Neuropsychology, 38(1), 1-21. DOI: 10.1080/87565641.2012.718818.
  • Whitebread, D., & Basilio, B. (2011). The Emergence And Early Development of Self-Regulation in Young Children, 15-33. http://www.ugr.es/local/recfpro/rev161ART2en. pdf.
  • Whitebread, D., Coltman, P., Pino Pasternak, D., Sangster, C., Grau, V., Bingham, S., & et al. (2009). The development of two observational tools for assessing metacognition and self regulated learning in young children. Metacognition and Learning, 4, 63–85. DOI: 10.1007/s11409-008-9033-1.
  • Zelazo, P. D., Muller, U., Frye, D., & Marcovitch, S. (2003). The development of executive function in early childhood. Monographs of the Society for Research in Child Development, 68(3), Serial No. 274.
Toplam 49 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Makaleler
Yazarlar

Ahmet Erol 0000-0002-7538-952X

Asiye İvrendi 0000-0002-0555-9247

Yayımlanma Tarihi 1 Temmuz 2018
Gönderilme Tarihi 2 Şubat 2018
Kabul Tarihi 5 Haziran 2018
Yayımlandığı Sayı Yıl 2018 Cilt: 44 Sayı: 44

Kaynak Göster

APA Erol, A., & İvrendi, A. (2018). 4-6 Yaş Çocuklarına Yönelik Öz-Düzenleme Becerileri Ölçeğinin Geliştirilmesi (Anne Formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44(44), 178-195.
 Kapak Resmi İndir

27767https://creativecommons.org/licenses/by-nc-nd/4.0/