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Permanent URI for this collectionhttps://hdl.handle.net/20.500.14288/3
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Publication Metadata only Social competence in children with autism(Taylor & Francis Ltd, 2019) Yavuz, H. Melis; Korkmaz, Barış; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913Objectives: This paper investigates the associations of social competence with cognitive representation and communication skills in children with Autism Spectrum Disorders (ASD), by measuring these skills in an expansive way through assessing both mental and internal-state understanding, and verbal and non-verbal communication. Methods: The data were collected from 45 Turkish children (M-age=8.52 years, SD=3.05, min-max=3-14) with a diagnosis of ASD. Individual assessments were used to measure mental- and internal-state understanding. Teacher-rated scales were used to assess child's verbal and non-verbal communication skills, and social competence. Results: The results showed that social competence, cognitive representation, verbal and non-verbal communication skills were all significantly associated, but over and above cognitive representation skills and verbal communication, non-verbal communication had a salient role in adaptive social relationships of children with ASD. Conclusions: These findings have important applied implications for intervention studies and suggest that improvements of non-verbal communication skills in children with ASD might be important for increasing their positive social relations.Publication Metadata only Child socialization goals of Turkish mothers: an investigation of education related within-culture variation(Türk Psikologlar Derneği, 2009) Çıtlak, Banu; Leyendecker, Birgit; Department of Psychology; N/A; Selçuk, Bilge; Gözkan, Ayfer Dost; Faculty Member; Master Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; 124621This study aimed to explore the long-term socialization goals of Turkish mothers from different educational backgrounds. The participants were low-educated (n = 20) and high-educated (n = 20) Turkish mothers whose ages ranged from 24 to 39 years. In-depth semi-structured interviews were conducted to measure long-term socialization goals of mothers. Results indicated that, as predicted, low-educated mothers emphasized the importance of relatedness and obedience more than high-educated mothers; and high-educated mothers stressed autonomy and self-enhancement as desirable characteristics more than low-educated mothers did. The two groups of mothers also reported some common goals such as valuing lovingness, decency, and self-control in their children. Overall, the fi ndings pointed to the relative salience of constructs such as autonomy and relatedness in the socialization goals of Turkish mothers with high and low education levels. The fi ndings provided support for Kağıtçıbaşı’s Family Change Model, shedding light on the variations in family structure across various socio-cultural-economic contexts. It also upholds Kohn’s theory which proposes that occupation infl uences socialization goals of parents. / Bu çalışma, Türk annelerin uzun süreli çocuk sosyalleştirme hedefl erini (çocuklarının ileride sahip olmalarını istedikleri özelliklere ilişkin hedefl erini) eğitim durumlarına göre karşılaştırmayı amaçlamaktadır. Bu amaçla, yüksek düzeyde eğitimli (en az on üç yıl örgün eğitim kurumlarına devam etmiş) yirmi anne ve düşük düzeyde eğitimli (en fazla altı yıl eğitim almış) yirmi anne ile Sosyalleştirme Hedefl eri Envanteri kullanılarak görüşmeler yapılmıştır. Annelerin sosyalleştirme hedefl eri, Kendini Geliştirme, Davranışlarını Kontrol Etme, Topluma Uyum, Sevecenlik ve Uygun Davranma sınıfl andırmalarına göre karşılaştırılmıştır. Yapılan analizler, yüksek eğitimli annelerin düşük eğitimli gruba göre kendini geliştirme ile ilişkili hedefl eri daha fazla, uygun davranış göstermeye ilişkin hedefl eri ise daha az vurguladıklarını göstermiştir. Bununla birlikte, iki anne grubu arasında davranışları kontrol, topluma uyum, ve sevecenlik sınıfl andırmalarına ilişkin hedefl erde istatistiksel açıdan anlamlı bir fark bulunmamıştır. Çalışmanın sonuçları, Kağıtçıbaşı’nın Aile Değişim Modeli ve Kohn’un ebeveynin mesleki konumu ile çocuk yetiştirme tutumlarını ilişkilendiren kuramı bağlamında tartışılmıştır.Publication Metadata only What keeps teachers engaged during professional development? The role of interest development(Multidisciplinary Digital Publishing Institute (MDPI), 2023) Akcaoglu, Mete; Dogan, Selcuk; Department of Psychology; Özcan, Meryem Şeyda; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; N/AInterest influences adults' and young learners' learning in formal and informal contexts. Although interest and interest development frameworks have been used in research on student-learning, they are not used in teacher-focused research, especially as "outcomes" of teacher professional development (PD) activities. In this study, we used interest development as the outcome of PD in computer science (CS) and investigated the factors that influenced teachers' (n = 5) interest development toward CS using various data sources and analysis methods. We found that interest development is (a) varied, (b) influenced by self-relation, knowledge, and affect, (c) associated with reengagement with PD activities, and (d) it can be captured using computational text analysis methods and online log data.Publication Metadata only Social competence and temperament in children with chronic orthopaedic disability(Routledge Journals, Taylor and Francis Ltd, 2015) Department of Psychology; N/A; Selçuk, Bilge; Müren, H. Melis Yavuz; Faculty Member; PhD Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; N/AThe aim of the study was to investigate social competence in children with orthopaedic disability and its concurrent relations to child's temperament, health condition, and maternal warmth. Participants were 68 Turkish children (mean=5.94years) with chronic orthopaedic disability and their mothers coming from disadvantaged backgrounds. Mother ratings were used to measure social competence, temperament, general health condition, and parental warmth. The attending physician rated the severity of orthopaedic disability. Attentional focusing, emotional reactivity, and child's sex significantly predicted social competence. Age at first operation was slightly negatively associated with reactivity. The findings revealed the importance of emotional and attentional regulation for social functioning in children with orthopaedic disability, and pointed to the susceptibility of reactivity to environmental conditions. The study suggested that social functioning of youth with orthopaedic disability might benefit from temperament-based intervention and prevention programmes.Publication Metadata only Parenting practices and pre-schoolers' cognitive skills in Turkish immigrant and German families(Taylor & Francis, 2011) Leyendecker, Birgit; Jakel, Julia; N/A; Department of Psychology; Kademoğlu, Sinem Olcay; Selçuk, Bilge; Master Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 52913The present study aims to investigate the association between parenting behaviours, children's daily activities and their cognitive development. Participants were 52 Turkish-German and 65 German pre-school children and their mothers, who were matched in terms of education level (10-12 years of schooling). Children's cognitive skills were assessed using a developmental test (ET 6-6). Parenting behaviours were measured with a modified version of the Alabama Parenting Questionnaire. Children's daily activities and their literacy environment were captured with interviews as well as with a time budget diary covering two days. For parenting practices, we found mean differences inasmuch as parents in the German sample were more likely to be engaged in dyadic interaction and book reading, and less likely to endorse inconsistent parenting practices and rigid discipline practices when compared to the Turkish immigrant parents. We found similarities in the sense that parents in the two samples were equally likely to engage in positive parenting behaviour and in social play, and girls received higher scores on cognitive performance than boys. Separate regression analyses for each sample revealed that parent's involvement indicating a more stimulating environment was positively associated with children's cognitive development. Taken together, the findings point to the importance of programmes geared at supporting Turkish immigrant parents' involvement with their pre-schoolers.Publication Metadata only Exploring the relationship among motivational constructs and preservice teachers' use of computational thinking in classrooms(Taylor & Francis, 2023) Akcaoglu, Mete; Hodges, Charles B.; Department of Psychology; Özcan, Meryem Şeyda; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; N/AAs a key motivational factor that determines future teaching success with Computational Thinking (CT), in this cross-sectional survey study, we investigated if and how preservice teachers' (n = 76) self-efficacy for CT teaching, their usage of CT tools, and their motivation (utility value) were (inter)related. Through a series of regression analyses, we identified the associations between the three variables and found support for existing theories in the CT preservice education context. Notably, we found that CT usage and CT UV were only associated through the mediation of self-efficacy, which seems to be the key component for usage. We propose that CT focused interventions targeting utility value and classroom practices and policies should be provided to give preservice teachers experience in using CT software/tools are key for teacher education institutions and CT implementation into curricula.Publication Metadata only Digital gaming trends of middle-aged and older adults: a sample from Turkey(Sage Publications Inc, 2023) Us, Elif Öykü; Department of Psychology; Seçer, İlmiye; Teaching Faculty; Department of Psychology; College of Social Sciences and Humanities; 330365Background: Although the gaming habits of children, adolescents, and younger adults have been investigated in Turkey there has been less emphasis on the gaming patterns of middle-aged and older adults. The current study therefore investigated middle-aged and older adults' digital gaming habits, the aspects of digital games that they believe are enjoyable and any perceived psychological and cognitive advantages. Methods: Of the 177 middle-aged and older adults aged between 55 and 85 years (M = 62) living in Turkey who partook in the study, data from 140 participants were analyzed. Participants completed the 'Demographic Information Form' and Engagement with Digital Games Questionnaire' via a Qualtrics link that was distributed on social media platforms and using the convenience and snowball sampling technique. Results: Findings of this study showed that out of the 57 digital game players, the majority (N = 34) reported to play puzzle games such as Candy Crush. Moreover, gamers indicated that they believed digital games had psychological and cognitive benefits. Conclusion: Overall, the findings of the current study revealed that middle-aged and older adults enjoy playing digital games for fun, stress relief, and as a mental exercise regime.Publication Metadata only Learning from the real and the virtual worlds: educational use of augmented reality in early childhood(Elsevier, 2019) N/A; Department of Psychology; Department of Psychology; Oranç, Cansu; Küntay, Aylin C.; Researcher; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 178879Augmented reality (AR) applications are becoming widely available to support preschoolers’ cognitive development and education. AR applications with educational features offer an exciting and unique learning experience by blurring the boundaries between the real world that children are in and the virtual world they see on the screen. Nonetheless, effects of blending these two worlds on children's learning and the cognitive mechanisms underlying their learning with AR have not been discussed. To show why and how AR can have a unique contribution to early education, we review research on the ways that realistic and fantastical themes in narratives, and children's making of connections between the real world and the screen affect their learning. In the light of those findings, we proceed to discuss the affordances of AR and provide a set of recommendations for designers. We argue that a well-designed AR application can support young children's learning by (i) drawing children's attention to the learning material and encourage them to reflect on the content by setting an unconventional scene for learning, and (ii) reducing the representational dissimilarity between the context where children learn new information and the one where they need to apply what they have learned. By providing an overview of developmental research on the effects of themes and screens on children's learning, we aim to provide a psychological basis for the development of educational AR products targeting young children.Publication Metadata only Effect of maternal education on Turkish mother' styles of reminiscing with their children(Türk Psikologlar Derneği, 2004) Department of Psychology; Department of Psychology; Küntay, Aylin C.; Ahtam, Banu; Faculty Member; Undergraduate Student; Department of Psychology; College of Social Sciences and Humanities; College of Social Sciences and Humanities; 178879; N/AThis study investigates the relationship of maternal education to the style of mother-child conversations about past events. Previous research conducted in the US has identified two distinct styles of communication that mothers use to elicit talk about past events from their children (i.e., elaborative style and repetitive style), but the relationship of these patterns of talk to mothers’ education level has not been investigated. In this study, we recorded 22 mother-child pairs. of these, half included mothers of high educational background, and the other half had mothers of low educational background. Mothers’ child-directed utterances were coded in terms of their forms, contents, and relationships to the child’s responses. Results show that high-education mothers addressed more utterances per event to their children than low-education mothers. Also, child-directed speech of high-education mothers tended to be more elaborative and less repetitive than the speech of low-education mothers. One major contributor to this overall difference was that high-education mothers offered more elaborative statements than low-education mothers. The proportions of questioning behavior, on the other hand, were the same across the two groups of mothers. The pattern of differences found in the study could be explained by the longer exposure of high-education mothers to "classroom discourse" in addition to the potential facilitative effects of schooling on their communicative and narrative skills. / Öz: Bu çalışma, annelerin çocuklarıyla geçmişteki olaylar hakkında konuşma davranışlarıyla anne eğitim düzeyinin ilişkisini araştırmaktad›r. ABD’de yapılan araştırmalar, annelerin çocuklarıyla anıları hakkında konuşurken kullandığı ayrıntıcı (elaborative) ve tekrarcı (repetitive) olmak üzere iki ayrı konuşma biçimi belirlemiş, fakat bu stillerin annelerin eğitim düzeyleriyle ilişkisini incelememiştir. 11 yüksek ve 11 düşük eğitim düzeyli annenin, çocuklarına geçmiş olayları hatırlatmaya çalışırken geçen konuşmaları teybe kaydedilmiştir. Annelerin çocuklarına yönelik sözceleri (utterance), biçim, içerik ve çocuktan gelen yanıtla ilişkili olarak kodlanmıştır. Bulgularda, her iki gruptaki anneler de aynı sayıda olaydan bahsederken, yüksek eğitimli annelerin olay başına daha fazla sayıda sözce oluşturduğu görülmüştür. Ayrıca eğitim düzeyi yüksek annelerin, eğitim düzeyi düşük annelerle karşılaştırılınca, daha fazla ayrıntıcı ve daha az tekrarcı bir konuşma stili kullanma eğilimi gösterdikleri bulunmuştur. Bu farkın en önemli kaynağı kullanılan farklı soru oranları ve biçimleri değil, yüksek eğitimli anneler tarafından daha sıklıkla kullanılan olayların detaylarını betimleyen bildirim cümleleridir. Bulunan farklılıkların nedenleri olarak, annelerin eğitimlerinin uzunluğuyla ilişkili olarak geliştirdikleri "okul söylemiyle" tanıklıkkları ve bunun sonucunda edindikleri ayrıntıcı anlatı ve iletişim becerileri düşünülebilinir.Publication Metadata only Family cohesion facilitates learning-related behaviors and math competency at the transition to elementary school(Routledge Journals, Taylor & Francis Ltd, 2021) N/A; Department of Psychology; Department of Psychology; Niehues, Wenke Ulrike; Sakarya, Yasemin Kisbu; Selçuk, Bilge; PhD Student; Faculty Member; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; College of Social Sciences and Humanities; N/A; 219275; 52913Research Findings: Children differ in their ability to adapt to elementary school. Yet, the family factors that foster a successful transition to elementary school are less well understood. Family cohesion as an indicator of a positive emotional climate within families may play an important role for children's ability to adapt to school. Thus, using data from the German National Education Panel Study (NEPS), in a 2-year longitudinal study conducted with a cohort of 357 5 to 7-year-old children and their parents from Germany, we have investigated the role of family cohesion in students' learning-related behaviors and math competency during the transition to elementary school. Results indicated that the relationship between family cohesion in kindergarten and students' second grade math competency was significantly mediated by students' learning-related behaviors in first grade. Results highlight the importance of a positive family climate in early life for the development of children's learning-related behaviors and their later academic success in mathematics. Practice or Policy: Family cohesion is a process-oriented indicator of the family context, which is more malleable than family demographics or socioeconomic status. Therefore, family cohesion might be an important element to consider in intervention programs designed to improve children's early learning-related skills and math competency.
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