4-6 Yaş Aralığında Çocuğu Olan Annelerin Ebeveynlik Stres Düzeylerinin Dijital Oyun Rehberlik Stratejilerini Yordayıcı Rolü

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The Role of Parenting Stress Levels of Mothers with Children Aged 4-6 Years Old in Predicting Digital Game Guidance Strategies

Yıl 2024, Cilt: 9 Sayı: 1, 13 - 30, 29.02.2024

Burcu Bağcı Çetin

Öz

In the study, the predictive role of parenting stress levels of mothers with children aged 4-6 on digital game guidance strategies was examined. The correlational research method, one of the relational screening model approaches, was used in the research. The study group of the research consisted of 171 mothers who volunteered to be participants with children between the ages of 4-6. General Information Form, Parental Stress Scale and Digital Game Guidance Strategies Scale were used as data collection tools. As a result of the correlation analyses, a statistically significant negative moderate relationship was determined between mothers' parental stress levels and active guidance, which is the sub-dimension of digital game guidance strategies, while no relationship was determined with technical guidance. A moderate positive relationship was detected between mothers' parental stress levels and digital guidance and free guidance. With regression analysis, it was seen that mothers' parenting stress levels significantly predicted the active guidance strategy, which is the sub-dimension of digital game guidance strategies, by 32.4%, the digital guidance strategy by 35.9%, and the free guidance strategy by 33.5%. It was determined that mothers' parenting stress levels did not have a significant predictive role in determining the technical guidance strategy, which is the sub-dimension of digital game guidance strategies. It is hoped that the explanatory power of mothers' parenting stress level, as a determinant of digital parenting awareness, will make online spaces healthier and more predictable for children and parents in society. In this regard, a recommendation has been made for experts to encourage teaching and modeling digital literacy to their children to help parents address the functions of digital tools they turn to in coping with stress in other ways. The study findings also reinforce the importance of providing social support to mothers in helping children acquire healthy digital tool use habits.

Anahtar Kelimeler

Child, digital game, parent, guidance strategies, stress

Kaynakça

Abelman, R. (2001). Parents’ use of content-based TV advisories. Parenting: Science and Practice, 1, 237–265. https://doi.org/10.1207/S15327922PAR0103_04
Akçay, D. & Özcebe, H. (2012). Okul öncesi eğitim alan çocukların ve ailelerinin bilgisayar oyunu oynama alışkanlıklarının değerlendirilmesi. Çocuk Dergisi, 12(2), 66-71.
Aktaş-Arnas, Y. (2005). 3-18 yaş grubu çocuk ve gençlerin interaktif iletişim araçlarını kullanma alışkanlıklarının değerlendirilmesi. The Turkish Online Journal of Educational Technology, 4(4), 59-66.
Arı-Arat, C. & Gülay-Ogelman, H. (2021). Examining of technological tool usage of young children in the COVID-19 process in terms of several variables. Maarif Mektepleri International Journal of Educational Sciences, 5(1), 15–32. https://doi.org/10.46762/mamulebd.880109.
Arslan, E., Yıldız-Çiçekler, C. & Temel, M. (2021). Parental views on the lives of preschool children in the Covid-19 pandemic process. International Journal of Psychology and Educational Studies, 8(Special Issue), 139–152. https://doi.org/10.52380/ijpes.2021.8.4.692.
Ateş, M. (2022). Aykırı değerlerin tespit yöntemleri (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi
Beyens, I. & Beullens, K. (2017). Parent-child conflict about children’s tablet use: The role of parental mediation. New Media & Society, 1-42. https://doi.org/10.1177/1461444816655099
Beyens, I., Eggermont, S. & Nathanson, A.I. (2016). Understanding the relationship between mothers’ attitudes toward television and children’s television exposure: A longitudinal study of reciprocal patterns and the moderating role of maternal stress. Media Psychology 19(4), 1-28. https://doi.org/10.1080/15213269.2016.1142383
Bilgin-Ülken, F. & Kılınç, F. (2018). Çocukların çevrimiçi ortamda karşılaştıkları risk türleri ile aracılık uygulamaları arasındaki ilişki. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7(1), 124-145.
Brito, R., Francisco, R., Dias, P., & Chaudron, S. (2017). Family dynamics in digital homes: The role played by parental mediation in young children’s digital practices around 14 european countries. Contemporary Family Therapy, 39, 271–280. https://doi.org/10.1007/s10591-017-9431-0
Budak, K.S. & Işıkoğlu, N. (2022). Dijital oyun bağımlılık eğilimi ve ebeveyn rehberlik stratejileri ölçeklerinin geliştirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 55(3), 673-720. https://doi.org/10.30964/auebfd.939653
Budak, O. (2017). Dijital çocuk oyunlarına çocuk gelişimi ve okul öncesi öğretmenlerinin ve annelerin bakış açısı. Uluslararası Eğitim Bilimleri Dergisi, 4(13), 158-172.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri (25. baskı). Pegem Akademi.
Camacho-Thompson, D.E., Gillen-O’Neel, C., Gonzales, N.A., & Fuligni, A.J. (2016). Financial strain, major family life events, and parental academic involvement during adolescence. Journal of Youth and Adolescence, 45, 1065–1074. https://doi.org/10.1007/s10964-016-0443-0
Canadian Paediatric Society (2017, Ottawa, Ontario). Screen time and young children: Promoting health and development in a digital world. Paediatr. Child Health., 22, 461–468. https://doi.org/10.1093/pch/pxx123
Chaudron, S. & Beutel, M. (2015). Young children (0-8) and digital technology. A qualitative exploratory study across seven countries. Joint Research Centre. European Commission.
Chaudron, S., Di Gioia, R. & Gemo, M. (2018). Young children (0-8) and digital technology - A qualitative study across Europe. Jrc Science for Policy Report. https://doi.org/10.2760/294383
Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. The Joan Ganz Cooney Center at Sesame Workshop.
Chung, G., Lanier, P. & Wong, P.Y.J. (2022). Mediating effects of parental stress on harsh parenting and parent-child relationship during coronavirus (COVID-19) pandemic in Singapore. J. Fam. Violence 37, 801–812. https://doi.org/10.1007/s10896-020-00200-1
Clark, L.S. (2011). Parental mediation theory for the digital age. Communication theory, 21(4), 323-343. https://doi.org/10.1111/j.1468-2885.2011.01391.x
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4-6 Yaş Aralığında Çocuğu Olan Annelerin Ebeveynlik Stres Düzeylerinin Dijital Oyun Rehberlik Stratejilerini Yordayıcı Rolü

Yıl 2024, Cilt: 9 Sayı: 1, 13 - 30, 29.02.2024

Burcu Bağcı Çetin

Öz

Araştırmada, 4-6 yaş aralığında çocuğu olan annelerin ebeveynlik stres düzeylerinin dijital oyun ebeveyn rehberlik stratejilerini yordayıcı rolü incelenmiştir. Araştırmada ilişkisel tarama modeli yaklaşımlarından korelasyonel araştırma yöntemi kullanılmıştır. Araştırmanın çalışma grubunu 4-6 yaş aralığında çocuğu olan katılımcı olmaya gönüllü 171 anne oluşturmuştur. Veri toplama aracı olarak Genel Bilgi Formu, Anne-Baba Stres Ölçeği ve Dijital Oyun Ebeveyn Rehberlik Stratejileri Ölçeği kullanılmıştır. Korelasyon analizleri sonucunda, annelerin ebeveyn stres düzeyleri ile dijital oyun rehberlik stratejilerinin alt boyutu olan aktif rehberlik arasında istatistiksel olarak anlamlı negatif yönlü orta derecede bir ilişki belirlenirken teknik rehberlik ile bir ilişki belirlenmemiştir. Annelerin ebeveyn stres düzeyleri ile dijitale yönlendiren rehberlik ve serbest rehberlik arasında pozitif yönlü orta derecede bir ilişki tespit edilmiştir. Regresyon analizi ile annelerin ebeveynlik stres düzeylerinin dijital oyun rehberlik stratejilerinin alt boyutu olan aktif rehberlik stratejisini %32.4 oranında, dijitale yönlendiren rehberlik stratejisini %35.9 oranında, serbest rehberlik stratejisini %33.5 oranında anlamlı biçimde yordadığı görülmüştür. Annelerin ebeveynlik stres düzeylerinin dijital oyun rehberlik stratejilerinin alt boyutu olan teknik rehberlik stratejisini belirlemede anlamlı düzeyde yordayıcı rolünün olmadığı belirlenmiştir. Araştırma bulguları doğrultusunda, uzmanlara ebeveynlerin stresle başa çıkmada yöneldikleri dijital araçların işlevlerini başka şekillerde ele almalarına yardımcı olmak üzere çocuklarına dijital okuryazarlığı öğretmeyi ve modellemeyi teşvik etme önerisi sunulmuştur.

Anahtar Kelimeler

Çocuk, dijital oyun, ebeveyn, rehberlik stratejileri, stres

Etik Beyan

Makalenin yazarı olarak tüm bilimsel ve etik kurallara uyulduğunu beyan ederim.

Kaynakça

Abelman, R. (2001). Parents’ use of content-based TV advisories. Parenting: Science and Practice, 1, 237–265. https://doi.org/10.1207/S15327922PAR0103_04
Akçay, D. & Özcebe, H. (2012). Okul öncesi eğitim alan çocukların ve ailelerinin bilgisayar oyunu oynama alışkanlıklarının değerlendirilmesi. Çocuk Dergisi, 12(2), 66-71.
Aktaş-Arnas, Y. (2005). 3-18 yaş grubu çocuk ve gençlerin interaktif iletişim araçlarını kullanma alışkanlıklarının değerlendirilmesi. The Turkish Online Journal of Educational Technology, 4(4), 59-66.
Arı-Arat, C. & Gülay-Ogelman, H. (2021). Examining of technological tool usage of young children in the COVID-19 process in terms of several variables. Maarif Mektepleri International Journal of Educational Sciences, 5(1), 15–32. https://doi.org/10.46762/mamulebd.880109.
Arslan, E., Yıldız-Çiçekler, C. & Temel, M. (2021). Parental views on the lives of preschool children in the Covid-19 pandemic process. International Journal of Psychology and Educational Studies, 8(Special Issue), 139–152. https://doi.org/10.52380/ijpes.2021.8.4.692.
Ateş, M. (2022). Aykırı değerlerin tespit yöntemleri (Yayımlanmamış yüksek lisans tezi). Gazi Üniversitesi
Beyens, I. & Beullens, K. (2017). Parent-child conflict about children’s tablet use: The role of parental mediation. New Media & Society, 1-42. https://doi.org/10.1177/1461444816655099
Beyens, I., Eggermont, S. & Nathanson, A.I. (2016). Understanding the relationship between mothers’ attitudes toward television and children’s television exposure: A longitudinal study of reciprocal patterns and the moderating role of maternal stress. Media Psychology 19(4), 1-28. https://doi.org/10.1080/15213269.2016.1142383
Bilgin-Ülken, F. & Kılınç, F. (2018). Çocukların çevrimiçi ortamda karşılaştıkları risk türleri ile aracılık uygulamaları arasındaki ilişki. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 7(1), 124-145.
Brito, R., Francisco, R., Dias, P., & Chaudron, S. (2017). Family dynamics in digital homes: The role played by parental mediation in young children’s digital practices around 14 european countries. Contemporary Family Therapy, 39, 271–280. https://doi.org/10.1007/s10591-017-9431-0
Budak, K.S. & Işıkoğlu, N. (2022). Dijital oyun bağımlılık eğilimi ve ebeveyn rehberlik stratejileri ölçeklerinin geliştirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 55(3), 673-720. https://doi.org/10.30964/auebfd.939653
Budak, O. (2017). Dijital çocuk oyunlarına çocuk gelişimi ve okul öncesi öğretmenlerinin ve annelerin bakış açısı. Uluslararası Eğitim Bilimleri Dergisi, 4(13), 158-172.
Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri (25. baskı). Pegem Akademi.
Camacho-Thompson, D.E., Gillen-O’Neel, C., Gonzales, N.A., & Fuligni, A.J. (2016). Financial strain, major family life events, and parental academic involvement during adolescence. Journal of Youth and Adolescence, 45, 1065–1074. https://doi.org/10.1007/s10964-016-0443-0
Canadian Paediatric Society (2017, Ottawa, Ontario). Screen time and young children: Promoting health and development in a digital world. Paediatr. Child Health., 22, 461–468. https://doi.org/10.1093/pch/pxx123
Chaudron, S. & Beutel, M. (2015). Young children (0-8) and digital technology. A qualitative exploratory study across seven countries. Joint Research Centre. European Commission.
Chaudron, S., Di Gioia, R. & Gemo, M. (2018). Young children (0-8) and digital technology - A qualitative study across Europe. Jrc Science for Policy Report. https://doi.org/10.2760/294383
Chiong, C., & Shuler, C. (2010). Learning: Is there an app for that? Investigations of young children’s usage and learning with mobile devices and apps. The Joan Ganz Cooney Center at Sesame Workshop.
Chung, G., Lanier, P. & Wong, P.Y.J. (2022). Mediating effects of parental stress on harsh parenting and parent-child relationship during coronavirus (COVID-19) pandemic in Singapore. J. Fam. Violence 37, 801–812. https://doi.org/10.1007/s10896-020-00200-1
Clark, L.S. (2011). Parental mediation theory for the digital age. Communication theory, 21(4), 323-343. https://doi.org/10.1111/j.1468-2885.2011.01391.x
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Toplam 69 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	Türkçe
Konular	Okul Öncesi Eğitim
Bölüm	Makale
Yazarlar	Burcu Bağcı Çetin 0000-0002-7708-8974
Yayımlanma Tarihi	29 Şubat 2024
Gönderilme Tarihi	7 Kasım 2023
Kabul Tarihi	27 Şubat 2024
Yayımlandığı Sayı	Yıl 2024Cilt: 9 Sayı: 1

Kaynak Göster

APA	Bağcı Çetin, B. (2024). 4-6 Yaş Aralığında Çocuğu Olan Annelerin Ebeveynlik Stres Düzeylerinin Dijital Oyun Rehberlik Stratejilerini Yordayıcı Rolü. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 9(1), 13-30.

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