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dc.contributor.advisorÇoban, Aysel
dc.contributor.authorKaptan, Nilay
dc.date.accessioned2021-01-11T12:00:47Z
dc.date.issued2020
dc.date.submitted2020-10-12
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dc.identifier.urihttp://hdl.handle.net/11655/23263
dc.description.abstractThe aim of this research is to examine the stress experiences in preschool children by the perspective of parent and teacher. Study participants included 305 parents with aged 5-6 years children, and 333 preschool teachers who provide education to children aged 5-6 years. In the study, survey model which is one of the methods of quantitative research was used. Personal Information Form, Daily Stress Experiences in Preschool Children Scale developed by researcher were used as data collection tools. The data was analyzed through exploratory and confirmatory factor analysis, Pearson’s correlation coefficient, t test and anova test. Results showed that the scale developed consists of a 3-dimensional structure furthermore, valid and reliable. Additionally, teachers and parents’ perception about children's daily stress experiences were differentially related to biological and sociocultural subscale. In both subscales was found that teachers perceive more daily stress experiences in children than parents. Findings indicate that parent’s scores unrelated in accordance with parents’ gender, age, education level and income status. It also was found to be significantly correlation between the scores of parents in the sociocultural subscale and the number of children. By comparison, parents with 3 children perceived more stress in their children than parents with 2 or only children. Correspondingly, parents scores on biology subscale differ in accordance with mother’s education level. Mothers with bachelor's degree perceived more stress in their children than mothers with high school degree. Additionally, teacher scores were found unrelated in accordance with teachers age, experience and number of children in class.tr_TR
dc.language.isoturtr_TR
dc.publisherEğitim Bilimleri Enstitüsütr_TR
dc.rightsinfo:eu-repo/semantics/openAccesstr_TR
dc.subjectOkul Öncesitr_TR
dc.subjectStres Yaşantılarıtr_TR
dc.subjectStrestr_TR
dc.subjectEbeveyntr_TR
dc.subjectStres Ölçeğitr_TR
dc.subject.lcshL- Eğitimtr_TR
dc.titleOkul Öncesi Dönemdeki Çocukların Günlük Stres Yaşantılarının Öğretmen ve Ebeveyn Bakış Açısıyla İncelenmesitr_TR
dc.typeinfo:eu-repo/semantics/masterThesistr_TR
dc.description.ozetBu çalışma okul öncesi çocuklarının günlük stres yaşantılarının ebeveyn ve öğretmen bakış açısıyla incelenmesini amaçlamaktadır. Çalışmaya 5-6 yaşında olup okul öncesi eğitime devam eden çocuğa sahip 305 ebeveyn ve 5-6 yaş çocuklarının eğitimi ile ilgilenen 333 okul öncesi öğretmeni katılmıştır. Araştırmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Araştırmada veri toplama aracı olarak kişisel bilgi formu ve araştırmacı tarafından geliştirilen “Okul Öncesi Dönemdeki Çocukların Günlük Stres Yaşantıları Ölçeği (Ebeveyn ve Öğretmen Formu)” kullanılmıştır. Verilerin analizinde ölçek geçerlik güvenirlik çalışması için açımlayıcı ve doğrulayıcı faktör analizi; kullanılan ölçeğin çeşitli değişkenler ile incelenmesi için pearson korelasyon katsayısı, t testi ve varyans analizi kullanılmıştır. Araştırma sonucunda, araştırma için oluşturulan ölçeğin 3 boyutlu bir yapıdan oluştuğu, geçerli ve güvenilir olduğu saptanmıştır. Ayrıca öğretmenlerin ve ebeveynlerin çocuklardaki günlük stres yaşantılarına yönelik algısının biyolojik ve sosyokültürel alt boyutlarda anlamlı bir şekilde farklılaştığı bulgusuna ulaşılmıştır. Her iki alt boyutta da öğretmenlerin ebeveynlere göre çocuklarda daha fazla günlük stres yaşantısı algıladıkları saptanmıştır. Bunun yanında ebeveynlerin çocuklardaki günlük stres yaşantısı puanları ile cinsiyet, yaş, baba eğitim düzeyi, gelir durumu arasında bir ilişki bulunamazken; sosyokültürel alt boyutta ebeveynlerin çocuklardaki günlük stres yaşantısına ilişkin puanları çocuk sayısına göre farklılaşmaktadır. Bulgulara göre 3 çocuğa sahip ebeveynler, 2 veya tek çocuğa sahip ebeveynlere göre çocuklarında daha fazla stres algılamaktadır. Benzer şekilde ebeveynlerin biyoloji alt boyutunda çocukların günlük stres yaşantısına ilişkin puanları anne eğitim düzeyine göre farklılaşmaktadır. Lisans mezunu olan anneler çocuklarında, lise mezunu olan annelerden daha fazla stres algılamışlardır. Öğretmenlerin çocukların stres yaşantılarına yönelik algısı, deneyim yılı, yaş veya sınıftaki çocuk sayısına göre farklılaşmamaktadır.tr_TR
dc.contributor.departmentOkul Öncesi Öğretmenliğitr_TR
dc.embargo.terms6 aytr_TR
dc.fundingYoktr_TR
dc.subtypelearning objecttr_TR


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