KaydedilenlerDerginizi ekleyin

Dergiler / Research on Education and Psychology / 2026 / Volume: 8 Issue: 1

Investigation of Quality of Life and Self-Regulation Skills of 4-6 Years Old Children

Ceyhun Ersan(ALANYA ALAADDIN KEYKUBAT UNIVERSITY)0000-0001-7775-2292
Tuncay Oral(PAMUKKALE UNIVERSITY)0000-0001-5039-9812
Aykut Günlü(PAMUKKALE ÜNİVERSİTESİ)0000-0002-6617-2871
Musa Enes Çakmak(PAMUKKALE UNIVERSITY)0000-0002-1171-9809
Atakan Ceyhan(PAMUKKALE UNIVERSITY)0000-0002-8773-2292
Sayfa
—
Yayın Tarihi
2024-06-28
🏛️Bu makalenin bibliyografik verileri ve tam metin bağlantısı DergiPark üzerinden sağlanmıştır.
DergiPark Kaydı ↗
✨

Yapay Zeka Hızlı Bakış & Çıkarımlar

AI Insight
⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

The results obtained were discussed within the scope of the relevant literature, and some suggestions were provided, taking into account the study's limitations.

📌 3 Maddede Bu Makale

🎯
Amaç & Hipotez:In this study, the relationship between quality of life and the self-regulation skills of preschool children between the ages of 4 and 6 was examined.
📊
Temel Bulgular & Veri:In this context, data was collected from 855 mothers living in seven different geographical regions of Türkiye.
💡
Sonuç & Katkı:The results obtained were discussed within the scope of the relevant literature, and some suggestions were provided, taking into account the study's limitations.
🔬Tür:Research Article
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:Preschool children · Quality of life · Self-regulation skills

Abstract

In this study, the relationship between quality of life and the self-regulation skills of preschool children between the ages of 4 and 6 was examined. In this context, data was collected from 855 mothers living in seven different geographical regions of Türkiye. Children's quality of life was assessed by their mothers using the "Kindl Quality of Life Scale," and their self-regulation skills were assessed using the "Self-Regulation Skills Scale." Pearson correlation coefficients and multiple linear regression analyses were used to analyze the data. According to the results of the study, there were positive and significant relationships between children's quality of life and self-regulation skills sub-dimensions. In addition, it was concluded that children's quality of life was significantly positively predicted by the self-regulation sub-dimensions of attention, working memory, inhibitory control emotion, and inhibitory control behavior. The results obtained were discussed within the scope of the relevant literature, and some suggestions were provided, taking into account the study's limitations.

🔖

Bu Makaleye Atıf Yap

Ersan, C., Oral, T., Günlü, A., Çakmak, M. E., Ceyhan, A. (2024). Investigation of Quality of Life and Self-Regulation Skills of 4-6 Years Old Children. Research on Education and Psychology, Volume: 8 Issue: 1. https://doi.org/10.54535/rep.1444812

📄 Tam Metin PDF Okuyucu

📄

PDF görüntüleyici hazırlanıyor...

Kaynakça (61)

  1. Akyalçın, S. (2012). Serebral palsili çocuklarda aktivite katılımının yaşam kalitesi üzerine etkilerinin incelenmesi [Examinig the effects of activity participation on quality of life in children with cerebral palsy] (Unpublished Master's Thesis). Hacettepe University, Ankara.
  2. Alloway, T. P., & Alloway, R. G. (2010). Investigating the predictive roles of working memory and IQ in academic attainment. Journal of Experimental Child Psychology, 106(1), 20-29. https://doi.org/10.1016/j.jecp.2009.11.003
  3. Aşut Ç. (2014). Lösemi tedavisi gören çocuklarda yaşam kalitesi, depresyon ve anksiyete düzeylerinin değerlendirilmesi [Evaluation of quality of life, depression and anxiety levels in children who received leukemia treatment]. (Unpublished Master's Thesis). Uludağ University, Bursa.
  4. Baddeley, A. D. (1986). Working memory. Oxford: Oxford University Press.
  5. Berman, A. H., Liu, B., Ullman, S., Jadback, I., & Engström, K. (2016). Children’s Quality of Life-Based on The KIDSCREEN-27: Child Self-Report, Parent Ratings, and Child-Parent Agreement in a Swedish Random Population Sample. PloS One, 11(3), 1-15. https://doi.org/10.1371/journal.pone.0150545
  6. Bilaç, C., Bilaç, Ö., & Öztürkcan, S. (2014). Çocuklarda dermatolojik hastalıklarda yaşam kalitesi. [Quality of life in children with dermatological diseases]. Türkderm, 48, 60-66. https://doi.org/10.4274/turkderm.88886
  7. Birgisdóttir, F., Gestsdottir, S., & Thorsdottir, 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(5), 1-22. https://doi.org/10.1080/10409289.2015.1003505
  8. Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127. https://doi.org/10.1037/0003-066X.57.2.111
  9. Blair, C., & Raver, C. C. (2012). Child development in the context of adversity: Experiential canalization of brain and behavior. American Psychologist, 67(4), 309–318. https://doi.org/10.1037/a0027493
  10. Bodroca, 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.
  11. Bodrova, E., & Leong, D. J. (2008). Developing self-regulation in kindergarten. Young Children, 63(2), 56-58.
  12. Carr, A. J., Gibson, B., & Robinson, P. G. (2001). Measuring quality of life: Is the quality of life determined by expectations or experience? BMJ (Clinical research ed.), 322(7296), 1240–1243. https://doi.org/10.1136/bmj.322.7296.1240
  13. 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. https://doi.org/10.1080/17405629.2012.686656
  14. Clark, C. A. C., Pritchard, V. E., & Woodward, L. J. (2010). Preschool executive functioning abilities predict early mathematics achievement. Developmental psychology, 46(5), 1176–1191. https://doi.org/10.1037/a0019672
  15. Çiltaş, A. (2011). Eğitimde Öz-Düzenleme Öğretiminin Önemi Üzerine Bir Çalışma [A study on the importance of self-regulation teaching in education]. Mehmet Akif Ersoy University Journal of Social Sciences Institute, 3(5), 1-11.
  16. 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. https://doi.org/10.1080/03004430802673961
  17. de Ridder, D., Lensvelt-Mulders, G., Finkenauer, C. F., Stok, M., & Baumeister, R. F. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review, 16, 76-99. https://doi.org/10.1177/1088868311418749
  18. Demirci E. (2011). Astımlı çocuklarda yaşam kalitesi ve etkileyen bazı faktörler [Quality of life in children with asthma and the factors affecting], (Unpublished Master's Thesis). Cumhuriyet University Health Sciences Institute, Sivas.
  19. Demiriz, S., & Ulutaş, İ. (2016). Çocuklar Ne Kadar Mutlu? Bazı Değişkenlere Göre Çocuklarda Mutluluğun Belirlenmesi [How happy are children? Determining happiness according to some variables]. Adnan Menderes University Faculty of Education Journal of Educational Sciences.7(1), 16-24.
  20. Dermott, E. (2014). Intimate fatherhood: A sociological analysis. London: Routledge.
  21. Erol, A. & İvrendi, A. (2018). 4-6 yaş grubu çocukların öz düzenleme becerilerini ölçmeye yönelik bir ölçme aracının geliştirilmesi (anne formu) [Developing an ınstrument for measuring self-regulation skills of 4-6 - year -old children (mother form)]. Pamukkale University Journal of Education, 44, 178-195. https://doi.org/10.9779/PUJE.2018.213
  22. Erten, H. (2012). Okul öncesi eğitime devam eden 5-6 yaş çocuklarının sosyal beceri, akran ilişkileri ve okula uyum düzeyleri arasındaki ilişkilerin izlenmesi [Following relations of 5-6 year-old children, who attend preschool education, in terms of social skills, peer relationships and school adjustment levels] (Unpublished Master's Thesis). Pamukkale University. Denizli.
  23. Eser, E., Yüksel, H., Baydur, H., Erhart, M., Saatli, G., Özyurt, B. C.,. & Ravens-Sieberer, U. (2008). The psychometric properties of the new Turkish generic health-related quality of life questionnaire for children (Kid-KINDL). Turkish Journal of Psychiatry, 19(4).409-417.
  24. Fındık Tanrıbuyurdu, E. (2012). Validity and realibility study of preschool self-regulation assessment. (Unpublished Master's Thesis). Hacettepe University, Social Sciences Institute, Ankara.
  25. Gander, M. J., & Gardiner, H. W., (trans.) Onur, B., Dönmez, A., & Çelen, N. (2007). Child and Adolescent Development. İstanbul: İmge Publishing.
  26. Hofmann, W., Schmeichel, B. J., & Baddeley, A. D. (2012). Executive functions and self-regulation. Trends in Cognitive Sciences, 16(3), 174-180. https://doi.org/10.1016/j.tics.2012.01.006
  27. John, A., Bates, S., & Zimmermann, N. (2023). Media use and children's self-regulation: a narrative review. Early Child Development and Care, 193(1), 18-32, DOI: 10.1080/03004430.2022.2047036
  28. Keleş, S., & Alisinanoğlu, F. (2014). Observations and views of preschool teachers about private speech term of vygotsky. Elementary Education Online, 13(1), 205-222.
  29. Koltarla, S. (2008). Investigation of the quality of life of taksim training and research hospital health personnel (Unpublished Master's Thesis). İstanbul: Ministry of Health Taksim Training and Research Hospital Family Medicine Clinic.
  30. Kopp, C. B. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18(2), 199-214. https://doi.org/10.1037/0012-1649.18.2.199
  31. Küpeli B. (2009). Evaluation of Quality of Life in Children with Cancer (Unpublished Doctoral Thesis). Hacettepe University Institute of Health Sciences, Ankara.
  32. 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. https://doi.org/10.1080/17405629.2014.888995
  33. 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. https://doi.org/10.1080/09297049.2013.822060
  34. 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, 471-490. https://doi.org/10.1016/j.ecresq.2006.09.003
  35. Meltzer, L., & Krishnan, K. (2007). Executive function difficulties and learning disabilities: understandings and misunderstandings. In L. Meltzer (Ed.), Executive function in education: From theory to practice (pp. 77–105). The Guilford Press.
  36. Müezzinoğlu T. (2005). Life quality. Urooncology Bulletin, 1, 25-29.
  37. Özbey, S., Mercan, M. & Alisinanoğlu, F. (2018). Okul öncesi eğitim kurumlarına devam eden 48-72 aylık çocukların yaşam kalitesi ile öz düzenleme becerileri arasındaki ilişkinin incelenmesi [Examining the relationship between quality of life and self-regulation skills of 48-72 month old children attending pre-school education institutions]. Journal of Research in Education and Society, 5(2), 157-173.
  38. Perim, A.(2007). Trakya Üniversitesi Eğitim, Araştırma ve Uygulama Hastanesinde görev yapan hemşirelerin kaliteli yaşam algılarının belirlenmesi [Determining the quality life perception of nurses working at Trakya University training, research and application hospital]. (Unpublished Master's Thesis). Trakya University, Faculty of Medicine, Institute of Health Sciences, Edirne.
  39. Ponitz, C. C., McClelland, M. M., Matthews, J. S., & Morrison, F. J. (2009). A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes. Developmental Psychology, 45(3), 605. http://dx.doi.org/10.1037/a0015365
  40. Posner, M. I., & Rothbart, M. K. (2000). Developing mechanisms of self-regulation. Development and Psychopathology, 12(3), 427-441. https://doi.org/10.1017/S0954579400003096
  41. 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. https://doi.org/10.1016/j.lindif.2012.10.005
  42. Raver, C. C., Carter, J. S., McCoy, D. C., Roy, A., Ursache, A., & Friedman, A. (2012). Testing models of children's self-regulation within educational contexts: Implications for measurement. Advances in Child Development and Behavior, 42, 245-270. https://doi.org/10.1016/B978-0-12-394388-0.00007-1
  43. Risemberg, R., & Zimmerman, B. J. (1992). Self-regulated learning in gifted students. Roeper Review: A Journal on Gifted Education, 15(2), 98–101. https://doi.org/10.1080/02783199209553476
  44. Robson, D. A., Allen, M. S., & Howard, S. J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. Psychological Bulletin, 146(4), 324-355. https://doi.org/10.1037/bul0000227
  45. Sarı, M. & Cenkseven, F. (2008). İlköğretim öğrencilerinde okul yaşam kalitesi ve benlik kavramı [Quality of school life and self-concept among elementary school students]. International Journal of Humanities, 5(2), 1-16.
  46. Savina, E. (2021). Self-regulation in preschool and early elementary classrooms: Why it is important and how to promote it. Early Childhood Education Journal, 49(3), 493-501. https://doi.org/10.1007/s10643-020-01094-w
  47. Sawyer, M. G., Reynolds, K. E., Couper, J. J., French, D. J., Kennedy, D., Martin, J., Staugas, R., Ziaian, T., & Baghurst, P. A. (2004). Health-related quality of life of children and adolescents with chronic illness--a two-year prospective study. Quality of life research: an international journal of quality of life aspects of treatment, care, and rehabilitation, 13(7), 1309–1319. https://doi.org/10.1023/B:QURE.0000037489.41344.b2
  48. Sieberer, U.R. & Bullinger, M. (1998). Assessing health-related quality of life in chronically ill children with the German KINDL: First psychometric and content analytical results. Quality of Life Research, 7, 399–407. https://doi.org/10.1023/A:1008853819715
  49. Smithers, L. G., Sawyer, A. C., Chittleborough, C. R., Davies, N. M., Smith, G. D., & Lynch, J. W. (2018). A systematic review and meta-analysis of effects of early life non-cognitive skills on academic, psychosocial, cognitive, and health outcomes. Nature Human Behaviour, 2, 867-880. https://doi.org/10.1038/s41562-018-0461-x
  50. Terry, T. & Huebner, E. S. (1995). The relationship between self-concept and life satisfaction in children. Social Indicators Research, 35(1), 39-52. https://doi.org/10.1007/BF01079237
  51. Ural, G., Gültekin Akduman, G., & Şepitçi Şeribaş, M., (2020). Okul öncesi dönem çocuklarının öz düzenleme becerilerinin bazı değişkenlere göre incelenmesi [Investigation of preschoolers self-regulatory skills according to some variables]. Journal of EKEV Academi, 83, 323-340. https://doi.org/10.17753/Ekev1521
  52. Üneri, Ö. & Çakın Memik, N. (2007). Çocuklarda yaşam kalitesi kavramı ve yaşam kalitesi ölçeklerinin gözden geçirilmesi [Concept of quality of life in children and review inventories about quality of life]. Journal of Child and Youth Mental Health, 14(1), 48-56.
  53. Vandenbroucke, L., Verschueren, K., Desoete, A., Aunio, P., Ghesquière, P., & Baeyens, D. (2018). Crossing the Bridge to Elementary School: The development of children’s working memory components about teacher-student relationships and academic achievement. Early Childhood Research Quarterly, 42, 1-10. https://doi.org/10.1016/j.ecresq.2017.08.004
  54. Vink, M., Gladwin, T. E., Geeraerts, S., Pas, P., Bos, D., Hofstee, M.,. & Vollebergh, W. (2020). Towards an integrated account of the development of self-regulation from a neurocognitive perspective: A framework for current and future longitudinal multi-modal investigations. Developmental Cognitive Neuroscience, 45, 100829. https://doi.org/10.1016/j.dcn.2020.100829
  55. Watson, A. J., & Bell, M. A. (2013). Individual differences in inhibitory control skills at three years of age. Developmental Neuropsychology, 38(1), 1-21. https://doi.org/10.1080/87565641.2012.718818
  56. Whitebread, D., & Basilio, M. (2012). The emergence and early development of self-regulation in young children. Profesorado, Revista de Currículum y Formacíon del Profesorado, 16(1), 15-34.
  57. Whitebread, D., Anderson, H., Coltman, P., Page, C. Pino Pasternak, D., & Metha, S. (2004). Metacognition in 3-5-year-olds: Evidence from a naturalistic study in British early years educational settings. Paper presented at first meeting of the early metacognition special interest group, Amsterdam.
  58. Yıldız, F. E. (2021). Erken çocukluk döneminde bilişsel tempo ve öz düzenleme arasındaki ilişki [The relationship between cognitive tempo and self regulation in early childhood] (Unpublished Master's Thesis). Aydın Adnan Menderes University, Institute of Social Sciences, Aydın.
  59. Eser, E., Yüksel, H., Baydur, H., Erhart, M., Saatli, G., Özyurt, B. C.,. & Ravens-Sieberer, U. (2008). The psychometric properties of the new Turkish generic health-related quality of life questionnaire for children (Kid-KINDL). Turkish Journal of Psychiatry, 19(4).409-417.
  60. Özbey, S., Mercan, M. & Alisinanoğlu, F. (2018). Okul öncesi eğitim kurumlarına devam eden 48-72 aylık çocukların yaşam kalitesi ile öz düzenleme becerileri arasındaki ilişkinin incelenmesi [Examining the relationship between quality of life and self-regulation skills of 48-72 month old children attending pre-school education institutions]. Journal of Research in Education and Society, 5(2), 157-173.
  61. Vink, M., Gladwin, T. E., Geeraerts, S., Pas, P., Bos, D., Hofstee, M.,. & Vollebergh, W. (2020). Towards an integrated account of the development of self-regulation from a neurocognitive perspective: A framework for current and future longitudinal multi-modal investigations. Developmental Cognitive Neuroscience, 45, 100829. https://doi.org/10.1016/j.dcn.2020.100829