Self-Regulation in Child Development: Investigation of Preschool Education Duration and Teachers' Self-Regulation Levels

Basit Öğe Kaydı
dc.contributor.authorKurt, Serife Hulya
dc.contributor.authorSigirtmac, Ayperi Dikici
dc.date.accessioned2025-03-17T12:25:28Z
dc.date.available2025-03-17T12:25:28Z
dc.date.issued2023
dc.departmentTarsus Üniversitesi
dc.description.abstractThis study was conducted to examine the self-regulation of teachers working in preschool education institutions, their practices to support self-regulated learning, and the relationship between preschool education status and children's self-regulation skills. The sample of this study, in which the relational survey model, one of the quantitative research methods, was used, consisted of 316 teachers and 213 children working in primary school preschool classes and independent kindergartens affiliated with the Ministry of National Education in Mersin province. The demographic information of the participants was collected through the Demographic Information Form prepared by the researcher. Teachers' self-regulation was assessed with the Self-Regulation Scale, while the practices they used to support self-regulated learning were assessed with the Scale for Evaluating Preschool Teachers' Practices to Support Self-Regulated Learning (SC-SRLS). Children's self-regulation skills were assessed with the Preschool Self-Regulation Scale (PSRS), which requires face-to-face practice with each child. As a result of the study, it was found that children's self-regulation skills differed significantly in favor of children older than 68 months. In addition, it was determined that children's self -regulation and emotion regulation differed in favor of girls according to gender. In the study, the self-regulation skills of children with more than one year of preschool education were significantly higher than those of children with less preschool education. As a result of the study, it was determined that there was a positive and significant relationship between teachers' self -regulation and classroom practices to support self-regulated learning. In addition, there was a positive and significant relationship between teachers' self-regulation and the practices they used to support self-regulated learning and children's self -regulation skills.
dc.identifier.doi10.15390/EB.2023.11356
dc.identifier.endpage115
dc.identifier.issn1300-1337
dc.identifier.issue214
dc.identifier.scopus2-s2.0-85164030846
dc.identifier.scopusqualityQ3
dc.identifier.startpage99
dc.identifier.trdizinid1177992
dc.identifier.urihttps://doi.org/10.15390/EB.2023.11356
dc.identifier.urihttps://search.trdizin.gov.tr/tr/yayin/detay/1177992
dc.identifier.urihttps://hdl.handle.net/20.500.13099/1698
dc.identifier.volume48
dc.identifier.wosWOS:000981512500002
dc.identifier.wosqualityQ4
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.indekslendigikaynakTR-Dizin
dc.language.isoen
dc.publisherTurkish Education Assoc
dc.relation.ispartofEgitim Ve Bilim-Education and Science
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_WOS_20250316
dc.subjectPreschool period and self-regulation
dc.subjectSelf-regulated learning
dc.subjectPreschool teachers
dc.subjectPreschool education
dc.titleSelf-Regulation in Child Development: Investigation of Preschool Education Duration and Teachers' Self-Regulation Levels
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu
TR-Dizin İndeksli Yayınlar Koleksiyonu