Researcher: Selçuk, Bilge
Loading...
Name Variants
Selçuk, Bilge
Selçuk, Ayşe Bilge
Yağmurlu, Bilge
Selçuk, Ayşe Bilge
Yağmurlu, Bilge
Email Address
Birth Date
68 results
Search Results
Now showing 1 - 10 of 68
Publication Metadata only Sequence of theory-of-mind acquisition in Turkish children from diverse social backgrounds(Wiley, 2018) Brink, Kimberly A.; Wellman, Henry M.; Department of Psychology; N/A; Selçuk, Bilge; Ekerim-Akbulut, Müge; Faculty Member; PhD Student; Department of Psychology; College of Social Sciences and Humanities; Graduate School of Social Sciences and Humanities; 52913; 311454We examined the sequence of theory of mind (ToM) acquisition in 260 Turkish children (M-age=53.36months, SD=10.37) and the demographic factors associated with it. Children came from 5 different cities in Turkey. Their ToM skills were measured using ToM Scale, which probes various mental state understandings from diverse desires to hidden emotions. These Turkish children demonstrated the traditional, collectivist ToM acquisition pattern evident in Iran and China with earlier understanding of knowledge access than diverse beliefs, not the western, individualist pattern evident in the United States, Australian, and German children. Gender, socio-economic status (SES), and number of adults living in the home influenced the pace of children's ToM acquisitions. A post hoc analysis examined a minority of children that exhibited individualist ToM acquisition with earlier achievement of diverse beliefs than knowledge access. The results contribute to a fuller sociocultural understanding of ToM development including examination of variations within a single heterogeneous developing country. They also further suggest the importance of exposure to different ideas and beliefs in large households for earlier understanding of varying belief states. Highlights We assessed theory of mind (ToM) acquisition in 260 Turkish children whose families spanned a large range of social class circumstances. We measured ToM via Wellman and Liu's scale (2004), consisting of five items testing diverse desires, diverse belief, knowledge access, false belief, and hidden emotion. The Turkish children demonstrated the traditional, collectivist ToM acquisition pattern, but a minority of children exhibited individualistic ToM acquisition. In cultures where elements of individualism and collectivism are blended, children can come to different orders of acquisition in accord with recent arguments that cultural development often represents a coexistence of different reasoning styles.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 counts in externalizing behaviors? The contributions of emotion and behavior regulation(Springer, 2007) N/A; Department of Psychology; Batum, Petek; 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 aim of this study was to examine the distinct roles of emotion and behavior regulation in externalizing behavior problems of elementary school children. Parents and teachers of 104 seven-year-old children living in Istanbul were given the Emotion Regulation Checklist and the Children's Behavior Questionnaire. The Eyberg Child Behavior Inventory was used to measure children's externalizing behaviors. Results revealed that emotion and behavior regulation are modestly related to each other, and in general, both abilities are linked to externalizing behaviors. Low emotion and low behavior regulation significantly predict extemalizing behaviors. Interaction between the two regulatory abilities predicts externalizing behaviors. Emotion and behavior regulation appear to be separate dimensions operating together in relation to children's behavior problems.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 Longitudinal relations among parenting daily hassles, child rearing, and prosocial and aggressive behaviors in Turkish children(Wiley, 2018) Gülseven, Zehra; Carlo, Gustavo; Streit, Cara; Kumru, Asiye; Sayil, Melike; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913The present study was designed to examine the longitudinal relations between parenting daily hassles and young children's later prosocial and aggressive behaviors, as well as the mediating role of parenting practices in a non-Western society. The final sample was 159 middle class Turkish school age children (45.3% girls, M-age = 84.69 months, 76.9% from public school, 23.1% from private school in Bolu, Ankara, and Istanbul) and their mothers. Overall, we found longitudinal evidence that parenting daily hassles, warmth, and physical punishment were significantly and differentially associated with children's prosocial and aggressive behaviors 3 years later. The present findings extend our understanding of the interplay of parenting and stress in predicting children's prosocial and aggressive development in a non-Western culture.Publication Metadata only An investigation of children's empathic dispositions and behaviours across seven countries(Wiley, 2021) Kozloff, Violet; Cowell, Jason M.; Huppert, Elizabeth; Gomez-Sicard, Natalia; Lee, Kang; Mahasneh, Randa; Malcolm-Smith, Susan; Zhou, Xinyue; Decety, Jean; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913This study examined individual influences on child empathy, the relationship between child and parent empathy, and the relationship between empathy and prosociality across seven countries. A large sample of children (N = 792, 49% female) from the ages of 6-10 years completed a situational empathy task, as well as a dictator game to assess prosociality. The questionnaire of cognitive and affective empathy was used to assess parents' and children's empathic dispositions. Children participated from Canada, China, Colombia, Jordan, South Africa, Turkey, and the United States. Situational empathy, empathic disposition, and prosociality were all positively associated with age. Boys displayed less situational empathy and lower empathic disposition than girls. Parental empathic disposition predicted the same dispositions in children but were not related to children's situational empathy or prosociality. No association was found between child prosociality and child empathic disposition. Overall, the results suggest similar ontologies of empathic disposition and situational empathy across countries.Publication Metadata only Parenting and temperament as predictors of prosocial behaviour in Australian and Turkish Australian children(Taylor & Francis Inc, 2009) Sanson, Ann; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913This study investigated the direct and indirect roles of parenting, child temperament and sociocultural context in predicting prosocial behaviour as identified by behavioural assessments and parent and teacher ratings. Comparisons of Australian children and Turkish children living in Australia allowed examination of cultural similarities and differences in levels of prosocial behaviours and in their predictors. Participants were 153 Australian 4-6-year-old children and 58 children with a Turkish background recruited from childcare centres serving low- and middle-class communities. Turkish and Australian children were similar in their levels of prosocial development, but the factors that predicted prosocial behaviour were somewhat different. Hierarchical multiple regression showed that maternal warmth and child persistence predicted prosocial behaviour for the Australian sample. For the Turkish sample, obedience-demanding behaviour had a facilitating effect upon prosocial development. The results are discussed in relation to cultural norms and their impact on children through parenting practices.Publication Metadata only The role of institution and home contexts in theory of mind development(Elsevier Science Inc, 2005) Berument, Sibel Kazak; Çelimli, Seniz; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913To investigate the role of early context in theory of mind development, institutionalized children living in a boarding home (n = 34) in Turkey were compared to home-reared children coming from low (n = 32) and middle socioeconomic backgrounds (n = 44). Theory of mind was assessed with one deception and three false belief tasks; Peabody PVT and Raven CPM were administered to control for language and nonverbal intelligence. Results indicated a context effect whereby home-reared children performed better than institution-reared children on theory of mind tasks. Hierarchical regression analysis further revealed that institution rearing/adult-child ratio predicted theory of mind performance even after age, socioeconomic background, language and nonverbal intelligence were accounted for. Findings suggest the significance of adult-child interaction for theory of mind development.Publication Metadata only The role of socioeconomic adversity and armed confict in executive function, theory of mind and empathy in children(Springer, 2021) Kara, Buket; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913This study investigates the role of socioeconomic adversity and armed conflict in executive function (EF), theory of mind (ToM) and empathy in a rarely studied group, children living in eastern Turkey. The data were collected from 115 children (60 girls) aged 39 to 95 months (M = 68.22, SD = 14.62). Results revealed that children's performance was low in the EF and ToM tasks, and high in the empathy task. In path analysis, controlling for age, armed conflict experience predicted lower EF (beta = - 0.15) and higher empathy (beta = 0.21), and socioeconomic adversity predicted lower ToM (beta = 0.20). These findings contribute to our knowledge on cognitive and emotional development of children who live in such disadvantaged contexts.