Research Article
BibTex RIS Cite
Year 2023, Volume: 10 Issue: 3, 555 - 572, 30.12.2023
https://doi.org/10.30900/kafkasegt.1265649

Abstract

References

  • Adachi, P.J.C., & Willoughby, T. (2011). The effect of video game competition and violence on aggressive behavior: Which characteristic has the greatest influence? Psychology of Violence, 1(4), 259–274. https://doi.org/10.1037/a0024908
  • Akçay, D., & Özcebe, H. (2012). Okul öncesi eğitim alan çocukların ve ailelerinin bilgisayar oyunu oynama alışkanlıklarının değerlendirilmesi. Çocuk Dergisi, 12(2), 66-71.
  • Alter, A. (2018). Karşı konulmaz- bağımlılık yapıcı teknolojinin yükselişi ve bizim ona esir edilişimiz. (çev. D. İrengün). İstanbul: Paloma Yayınevi.
  • Anderson, C.A., & Bushman, B.J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359. https://doi.org/10.1111/1467-9280.00366
  • Anderson, C.A., & Dill, K.E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772-790.
  • Anderson, C.A., Shibuya, A., Ihori, N., Swing, E.L., Bushman, B.J., Sakamoto, A., & Saleem, M. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151-173.
  • Aras, S. (2015). Promoting self regulation in early years: Tools of the mind. Journal of Education and Future, 8, 15-25.
  • Avcı, F., & Er, H. (2019). Investigation of tecaher views on digital addiction and suggestions for solution. Language Teaching and Educational Research, 2(2), 132-159. https://doi.org/10.35207/later.602235
  • Aydın, M.Ş. (2021). 13-70 aylık çocuklarda prososyal davranışlar: Doğal gözlem çalışması. Psikoloji Çalışmaları, 41(2), 673–709. https://doi.org/10.26650/SP2019-0096
  • Aydoğdu, F. (2022). The intermediary role of self-regulation skills in the correlation between peer relations and school adaptation in preschool children. Education and Science, 47(212), 177-195.
  • Aydoğdu-Karaaslan, İ. (2015). Dijital oyunlar ve dijital şiddet farkındalığı: Ebeveyn ve çocuklar üzerine yapılan karşılaştırmalı bir analiz. Uluslararası Sosyal Araştırmalar Dergisi, 8(36), 806-818.
  • Bağcı, B., & Öztürk-Samur, A. (2016). Çocuk ve yetişkin prososyallik ölçeklerinin geçerlik güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 59-79.
  • Bağcı-Çetin, B., & Öztürk-Samur, A. (2018). 60-72 aylık çocukların prososyal davranışları ile anne-babalarının prososyal davranışları arasındaki ilişkinin incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 1-17. https://doi.org/10.17556/erziefd.286651
  • Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C., & Domitrovich, C.E. (2008).Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(03), 821-843.
  • Bilgin, H. C. (2015). Ortaokul öğrencilerinin bilgisayar oyun bağımlılık düzeyleri ile iletişim becerileri arasındaki ilişki (Yayınlanmamış yüksek lisans tezi). Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A digital play framework. British Journal of Educational Technology, 46(6), 1149-1160. https://doi.org/10.1111/bjet.12191
  • Birgisdóttir, F., Gestsdóttir, S., & Thorsdóttir, F. (2015). Behavioral self-regulation and the development of literacy: A two-year longitudinal study of Icelandic pre-school children. Early Education and Development, 26(5), 1-22.
  • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111–27.
  • Bronson, M.B. (2019). Erken çocuklukta öz-düzenleme doğası ve gelişimi. Ankara: Eğiten Kitap.
  • Budak, K.S., & Işıkoğlu, N. (2022). Dijital oyun bağimlilik eğilimi ve ebeveyn rehberlik stratejileri ölçeklerinin geliştirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 55(3), 693-740. https://doi.org/10.30964/auebfd.939653
  • Bülbül, H., Tunç, T., & Aydil, F. (2018). Üniversite öğrencilerinde oyun bağımlılığı: Kişisel özellikler ve başarı ile ilişkisi. Ömer Halisdemir Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 11(3), 97-111. https://doi.org/10.25287/ohuiibf.423745
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri (25. baskı). Ankara: Pegem Akademi.
  • Canaslan-Akyar, B., & Sungur, S. (2022). Preschool children's digital media usage and self-regulation skill. Turkish Journal of Education, 11(2), 126-142. https://doi.org/10.19128/turje.889549
  • Cole, P.M., Zahn-Waxler, C., & Smith, K.D. (1994). Expressive control during a disappointment: Variations related to preschoolers' behavior problems. Developmental Psychology, 30, 835–846.
  • Coyne, S.M., Stockdale, L., Linder, J.R., Nelson, D.A., Collier, K.M., & Essig, L.W. (2017). Pow! Boom! Kablam! Effects of viewing superhero programs on aggressive, prosocial, and defending behaviors in preschool children. J Abnorm Child Psychol, 45, 1523-1535. https://doi.org/10.1007/s10802-016-0253-6
  • Craig, A.B., Brown, E.R., Upright, J., & DeRosier, M.E. (2016). Enhancing children’s social emotional functioning through virtual game-based delivery of social skills training. J. Child Fam. Stud., 25, 959–968.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (5. baskı). Pegem Akademi.
  • Darling-Churchill, K.E. & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. https://doi.org/10.1016/j.appdev.2016.02.002
  • Denham, S.A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57(1), 194-201.
  • Diamond, A. (2012). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
  • Domoff, S.E., Borgen, A.L., & Radesky, J.S. (2020). Interactional theory of childhood problematic media use. Human Behav. & Emerg Tech, 2, 343-353. https://doi.org/10.1002/hbe2.217
  • Eisenberg, N., & Mussen, P.H. (1997). The roots of prosocial behavior in children (4th ed.). U.S.A: Cambridge University Press.
  • Eisenberg, N., Eggum, N.D., Sallquist, J., & Edwards, A. (2010). Relations of self-regulatory/control capacities to maladjustment, social competence, and emotionality. In R.H. Hoyle (Ed.). Handbook of personality and self-regulation (ss. 21-47). UK: Wiley- Blackwell Publishing Ltd.
  • Eisenberg, N., Fabes, R.A., & Spinrad, T.L. (2006). Prosocial development. In W. Damon, R. M. Lerner (Series Eds.), & N. Eisenberg (Vol. Ed.). Handbook of child psychology: Vol. 3: Social, emotional, and personality development (ss. 646–718). USA: John Wiley & Sons, Inc.
  • Eisenberg, N., Fabes, R.A., Bernzweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers’ social skills and sociometric status. Child Development, 64, 1418 –1438.
  • Eke, K. (2018). Okul öncesi dönem çocuklarında değerler, öz düzenleme becerileri ve sosyal davranışlar arasındaki ilişkinin incelenmesi. ISOEVA. Erişim tarihi: 29.07.2023.
  • Erol, A., & İvrendi, A . (2018). 4-6 yaş çocuklarına yönelik öz-düzenleme becerileri ölçeğinin geliştirilmesi (anne formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44, 178-195.
  • Fındık-Tanrıbuyurdu, E., & Güler-Yıldız, T. (2014). Okul öncesi öz düzenleme ölçeği (OÖDÖ): Türkiye uyarlama çalışması. Eğitim ve Bilim, 39(176), 317-328.
  • Fisch, S.M., Truglio, R.T., & Cole, C.F. (1999). The impact of Sesame Street on preschool children: A review and synthesis of 30 years’ research. Media Psychology, 1(2), 165–190. https://doi.org/10.1207/s1532785xmep0102_5
  • Flook, L., Goldberg, S.B., Pinger, L., & Davidson, R.J. (2015). Promoting prosocial behavior and self- regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Developmental Psychology, 51(1), 44-51. https://doi.org/10.1037/a0038256
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education (6th edition). Newyork: McGraw-Hill International Edition.
  • Genç, Z. (2014). Parents’ perceptions about the mobile technology use of preschool aged children. Procedia-Social and Behavioral Sciences, 146, 55-60.
  • Gentile, D.A., Anderson, C.A., Yukawa, S., Ihori, N., et al. (2009). The effects of prosocial video games on prosocial behaviors: International evidence from correlational, longitudinal, and experimental studies. Personality and Social Psychology Bulletin, 35(6), 752-63. https://doi.org/10.1177/0146167209333045
  • Gentile, D.A., Choo, H., Liau, A., Sim, T., et al. (2011). Pathological video game use among youths: A two-year longitudinal study. Pediatrics, 127(2), e319-29. https://doi.org/10.1542/peds.2010-1353
  • Gilliom, M., Shaw, D.S., Beck, J.E., Schonberg, M.A., & Lukon, J.L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self-control. Developmental Psychology, 38, 222–235.
  • Gökçearslan, Ş., & Durakoğlu, A. (2014). Ortaokul öğrencilerinin bilgisayar oyunu bağımlılık düzeylerinin çeşitli değişkenlere göre incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 23, 419-435.
  • Gözüm, A.İ.C. (2020a). Okul öncesi dönem çocuklarında çalışma belleği ve engelleyici kontrol: Dikkatin aracı rolü. Erken Çocukluk Çalışmaları Dergisi, 4(3), 609-638.
  • Gözüm, A.İ.C. (2020b). Okul öncesi öğretmenlerin dikkat eksikliği ve hiperaktivite bozukluğuna yönelik metaforlarının belirlenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 857-876. https://doi.org/10.17556/erziefd.803146
  • Gözüm, A.İ.C. (2022). Digital games for STEM in early childhood education: Active co-playing parental mediation and educational content examination. In: Papadakis, S., Kalogiannakis, M. (eds) STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-0568-1_21
  • Gözüm, A.İ.C., & Aktulun, Ö.U. (2021). Relationship between Pre-Schoolers’ self-regulation, language, and early academic skills: The mediating role of self-regulation and moderating role of gender. Curr Psychol, 40, 4718–4740. https://doi.org/10.1007/s12144-021-01699-3
  • Gözüm, A.İ.C., & Kandır, A. (2020a). Developing a parental mediation scale of digital games for children. International Journal of Curriculum and Instruction, 12(2), 336-358.
  • Gözüm, A.İ.C., & Kandır, A. (2020b). Okul öncesi çocukların dijital oyun oynama sürelerine göre oyun eğilimi ile konsantrasyon düzeylerinin incelenmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 41, 82-100.
  • Gözüm, A.İ.C., & Kandır, A. (2021). Digital games pre-schoolers play: Parental mediation and examination of educational content. Educ Inf Technol, 26, 3293–3326. https://doi.org/10.1007/s10639-020-10382-2
  • Greenfield, P.M. (1996). Video games as cultural artifacts. In P. M. Greenfield & R. R. Cocking (Eds.), Interacting with video (pp. 85–94). Ablex Publishing. (Reprinted from "Journal of Applied Developmental Psychology," 15, 1994)
  • Greitemeyer, T., & Müge, D.O. (2014). Video games do affect social outcomes: A metaanalytic review of the effects of violent and prosocial video game play. Pers Soc Psychol Bull, 40,578–589.
  • Gülbetekin, E., & Yıldırım, Z. (2023). Investigation of the relationship between screen usage habits, behavioral problems and self-regulation skills of children aged 4–6. Journal of Pediatric Nursing, https://doi.org/10.1016/j.pedn.2023.10.025
  • Holman, J.P., Hansen, C.E., Cochian, M.E., & Lindsey, C.R. (2005). Liar, liar: Internet faking but not freguency of use affect social skills, self-esteem, social anxiety, and aggression. CyberPsychol Behavior, 8(1), 1-6.
  • Honig, A. (2004). How teachers and caregivers can help children become more prosocial. In E. Chesebrough, P. King, T. P. Gullotta, & M. Bloom (Eds.), Issues in children’s and families’ lives series: A blueprint for the promotion of prosocial behavior in early childhood (pp. 51–92). New York, NY: Kluwer Academic/Plenum Publishers.
  • Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PLoS ONE, 13(7), Article e0199959. https://doi.org/10.1371/journal.pone.0199959
  • Hughes, C., White, A., Sharpen, J., & Dunn, J. (2000). Antisocial, angry, and unsympathetic: “Hard-to-manage” preschoolers' peer problems and possible cognitive influences. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(2), 169-179.
  • Imuta, K., Henry, J.D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140
  • Inan, M., & Dervent, F. (2015). Making a digital game active: Examining the responses of students to the adapted active version. Pegem Journal of Education and Instruction, 6(1), 113-32. https://doi.org/10.14527/pegegog.2016.007
  • Işıkoğlu-Erdoğan, N. (2019). Dijital oyun popüler mi? Ebeveynlerin çocukları için oyun tercihlerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 46, 1-17. https://doi.org/10.9779/pauefd.446654
  • Işıkoğlu-Erdoğan, N., Johnson, J.E., Dong, P.I., & Qiu, Z. (2019). Do parents prefer digital play? Examination of parental preferences and beliefs in four nations. Early Childhood Education Journal, 47, 131-142. https://doi.org/10.1007/s10643- 018-0901-2
  • Işıksolu-Aysel, Y. (2020). 60-72 aylık çocukların öz-düzenleme becerileri, sosyal yetkinlik davranışları ve problem çözme becerileri arasındaki ilişkinin incelenmesi (Yayımlanmamış doktora tezi). Pamukkale Üniversitesi, Denizli.
  • Kabakçı-Yurdakul, I., Dönmez, O., Yaman, F., & Odabaşı, H.F. (2013). Dijital ebeveynlik ve değişen roller. University of Gaziantep Journal of Social Sciences, 12(4), 883-896.
  • Karaman, N.N., & Dinçer, F.Ç. (2020). Okul öncesi dönem çocuklarının prososyal davranışlarının bazı değişkenler açısından incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 4(3), 639-664. https://doi.org/10.24130/eccd-jecs.1967202043236
  • Karasar, N. (2015). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayınları. Kennedy-Behr, A., Rodger, S., & Mickan, S. (2015). Play or hard work: Unpacking well-being at preschool. Res Dev Disabil., 38, 30-8.
  • Kochanska, G. (2002). Committed compliance, moral self, and internalization: A mediational model. Developmental Psychology, 38(3), 339–351. https://doi.org/10.1037/0012-1649.38.3.339
  • Köklü, N., Büyüköztürk, Ş., & Çokluk, Ö. (2007). Sosyal bilimler için istatistik (2. Baskı). Ankara: Pegem Yayınları. Laible, D., Carlo, G., Murphy, T., Augustine, M., & Roesch, S. (2014). Predicting children's prosocial and cooperative behavior from their temperamental profiles: A person centered approach. Social Development, 23(4), 734-752. https://doi.org/10.1111/sode.12072
  • Lane, K.L., Givner, C.C., & Pierson, M.R. (2004). Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. Journal of Special Education, 38(2), 104–110.
  • Lemmens, J.S., Valkenburg P.M., & Peter, J. (2009). Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77-95.
  • León, C.B.R., Dias, N.M., Martins, G.L.L., & Seabra, A.G. (2018). Executive functions in preschool children: development and relationships with language and behavior. Psicologia: Teoria e Prática, 20(3), 121-137. http://dx.doi.org/10.5935/1980-6906/psicologia.v20n3p121-137.
  • Lewin-Bizan, S., Doyle-Lynch, A., Fay, K., Schmid, K., Lerner, J.V., & Lerner, R.M. (2010). Trajectories of positive and negative behaviors from early-to middle-adolescence. Journal of Youth and Adolescence, 39, 751–763.
  • Li, H., & Zhang, Q. (2022). Effects of prosocial video games on prosocial thoughts and prosocial behaviors. Social Science Computer Review, 41(3). https://doi.org/10.1177/08944393211069599
  • Lillard, A.S., Lerner, M.D., & Hopkins E.J., et al. (2013). The impact of pretend play on children's development: A review of the evidence. Psychol Bull., 139(1), 1-34.
  • Malti, Y., & Noam, G.G. (2016). Social-emotional development: From theory to practice. European Journal of Developmental Psychology, 13(6), 652-665. https://doi.org/10.1080/17405629.2016.1196178
  • Mares, M.L., & Acosta, E.E. (2008). Be kind to three-legged dogs: Children’s literal interpretations of tv’s moral lessons. Media Psychology, 11, 377–99. https://doi.org/10.1080/15213260802204355.
  • Mentzoni, R.A., Brunborg, G.S., Molde, H., Myrseth, H., Joachim, K.M.S., & Pallesen, S. (2011) Problematic video game use: Estimated prevalence and associations with mental and physical health. Cyberpsychol Behav Soc Netw, 14, 591–596.
  • Mercan-Uzun, E., Bütün-Kar, E., & Özdemir, Y. (2023). Ebeveynlerin gözünden çocuklarının dijital oyun oynama alışkanlıklarının değerlendirilmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 9-22. https://doi.org/10.17556/erziefd.1111846
  • Montroy, J.J., Bowles, R.P., Skibbe, L.E., Mcclelland, M.M., & Morrison, F.J. (2016). The development of self-regulation across early childhood. Dev. Psychol., 52, 1744–1762.
  • Mundy, L.K., Canterford, L., Olds, T., Allen, N.B., & Patton, G.C. (2017). The association between electronic media and emotional and behavioral problems in late childhood. Academic Pediatrics, 17, 620–24. https://doi.org/10.1016/j.acap.2016.12.014.
  • Ostrov, J.M., Gentile, D.A., & Crick, N.R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development, 15, 612-627. https://doi.org/10.1111/j.1467-9507.2006.00360.x
  • Papadakis, S., Gözüm, A.İ.C., Kalogiannakis, M., & Kandır, A. (2022). A comparison of Turkish and Greek parental mediation strategies for digital games for children during the COVID-19 pandemic. In S. Papadakis & M. Kalogiannakis (Eds.), STEM, robotics, mobile apps in early childhood and primary education. Lecture notes in educational technology. Singapore: Springer. https://doi.org/10.1007/978-981-19-0568-1_23
  • Paulus, F.W., Möhler, E., Recktenwald, F., Albert, A., & Mall, V. (2021). Electronic media and early childhood: A review. Klinische Pädiatrie, 233(4), 157-172. https://doi.org/10.1055/a-1335-4936
  • Pazarbaşı, H., & Cantez, K.E. (2019). Anaokuluna devam eden 66 ayını doldurmuş çocukların öz-düzenleme becerileri ile akran ilişkileri arasındaki ilişkinin incelenmesi. IBAD Sosyal Bilimler Dergisi, 5, 267-283.
  • Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers & Education, 59(1), 30-37.
  • Prot, S., Anderson, C.A., Gentile, D.A., Brown, S.C., & Swing, E.L. (2014). The positive and negative effects of video game play. Jordan, A., & Romer, D. (Ed.), Media and the well-being of children and adolescents (s. 109-128). New York: Oxford University Press
  • Raaijmakers, M.A., Smidts, D.P., Sergeant, J.A., Maassen, G.H., Posthumus, J.A., Van Engeland, H., & Matthys, W. (2008). Executive functions in preschool children with aggressive behavior: Impairments in inhibitory control. Journal of Abnormal Child Psychology, 36(7), 1097-1107. https://doi.org/10.1007/s10802-008-9235-7
  • Radesky, J.S., Weeks, HM., Ball, R., Schaller, A., Yeo, S., Durnez, J., …Barr, R. (2020). Young children’s use of smartphones and tablets? Pediatrics, 146(1), e20193518. https://doi.org/10.1542/peds.2019-3518
  • Rasmussen, E.E., Gabrielle A., Strouse, J. Colwell, Johnson, C.R., Holiday, S., Brady, K., Flores, I., Troseth, G., & Wright, H.D., Rebecca L.D., & Norman, M.S. (2019). Promoting preschoolers’ emotional competence through prosocial tv and mobile app use. Media Psychology, 22, 1–22.
  • Raver, C.C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report, 16, 3–19.
  • Richert, R.A., & Molly, A.S. (2017). The role of fantasy-reality distinctions in preschoolers’ learning from educational video. Infant and Child Development, 26, e2009. https://doi.org/10.1002/icd.2009.
  • Robson, D.A., Allen, M.S., & Howard, S.J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. In Psychological Bulletin, American Psychological Association, 146(4), 324–354. https://doi.org/10.1037/bul0000227
  • Sağlık Bakanlığı (2018). Dijital oyun bağımlılığı çalıştay sonuç raporu. Erişim adresi: https://sggm.saglik.gov.tr/TR,53949/dijital-oyun-bagimliligi-calistayi.
  • Saleme, P., Pang, B., Dietrich, T., & Parkinson, J. (2020). Prosocial digital games for youth: A systematic review of interventions. Comput. Hum. Behav. Rep., 2, 100039.
  • San-Bayhan, P., & Artan, İ. (2009). Çocuk gelişimi ve eğitimi. İstanbul: Morpa Kültür Yayınları Sanchez, R., Brown, E., Kocher, K., & DeRosier, M. (2017). Improving children’s mental health with a digital social skills development game: A randomized controlled efficacy trial of adventures aboard the SS GRIN. Games Health J., 6, 19–27.
  • Saygılı, N., & Akkaynak, M. (2021). 60-72 aylık ocukların ahlaki yargı düzeyleri ile prososyal davranışları arasındaki ilişkinin incelenmesi. Akademik Tarih ve Düşünce Dergisi, 8(1), 339-358.
  • Schoemaker, K., Mulder, H., Dekovi´c, M., & Matthys, W. (2013). Executive functions in preschool children with externalizing behavior problems: A meta analysis. Journal of Abnormal Child Psychology, 41, 457– 471. https://doi.org/10.1007/s10802-012-9684-x
  • Scrimgeour, M., Davis, E.L., & Buss, K.A. (2016). You get what you get and you don’t throw a fit!: Maternal emotion socialization and child physiology during a disappointment jointly predict early prosocial development. Developmental Psychology, 52(1), 102-116. https://doi.org/10.1037/dev0000071
  • Simonds, J., Kieras, J.E., Rueda, M.R., & Rothbart, M.K. (2007). Effortful control, executive attention, and emotional regulation in 7-10 year old children. Cognitive Development, 22(4), 474-488.
  • Şenol, Y., Şenol, F.B., & Can-Yaşar, M. (2023). Digital game addiction of preschool children in the Covid-19 pandemic: Social emotional development and parental guidance. Current Psychology, 1-9.
  • Tabachnick, B.G., & Fidell, L.S. (2015). Çok değişkenli istatistiklerin kullanımı. Nobel Akademik Yayıncılık. Taş, İ., & Güneş, Z. (2019). 8-12 yaş arası çocuklarda bilgisayar oyun bağımlılığı, aleksitimi, sosyal anksiyete, yaş ve cinsiyetin incelenmesi. Klinik Psikiyatri, 22, 83- 92.
  • Toksoy, K. (2018). Dijital medyanın 18 ay- 3 yaş arasındaki çocukların gelişimine etkisi (Uzmanlık tezi). Gazi Üniversitesi Hastanesi, Ankara.
  • Trommsdorff, G., & Cole, P.M. (2011). Emotion, self-regulation, and social behavior in cultural contexts. In X. Chen & K.H. Rubin (Eds.), Socioemotional Development in Cultural Context (Pp. 131-163). New York: The Guilford Press.
  • Tuğrul, B., Ertürk, H.G., Özen-Altınkaynak, Ş., & Güneş, G. (2014). Oyunun üç kuşaktaki değişimi. The Journal of Academic Social Science Studies, 27, 1-16.
  • Ülgen, G., & Fidan, E. (2003). Çocuk gelişimi (10. Baskı). İstanbul: Milli Eğitim Basımevi.
  • Ünsal, A. (2019). Okul öncesi dönem çocuklarının duygusal zekâsı ve dijital oyun bağımlılıklarının incelenmesi (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara
  • Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26(2), 169-181.
  • Vasseleu, E., Neilsen-Hewett, C., Ehrich, J., Cliff, K., & Howard, S. J. (2021). Educator beliefs around supporting early self-regulation: Development and evaluation of the self-regulation knowledge, attitudes and self-efficacy scale. Frontiers in Education, 6(3). https://doi.org/10.3389/feduc.2021.621320
  • Wack, E., & Tantleff-Dunn, S. (2009). Relationships between electronic game play, obesity, and psychosocial functioning in young men. Cyberpsychol Behav., 12(2), 241-4. https://doi.org/ 10.1089/cpb.2008.0151.
  • Williams, D., Kennedy, T.L.M., & Moore, R.J. (2011). Behind the avatar: The patterns, practices, and functions of role playing in MMOs. Games and Culture, 6(2), 171-200.
  • Williams, K.E., & Berthelsen, D. (2017). The development of prosocial behaviour in early childhood: Contributions of early parenting and self-regulation. International Journal of Early Childhood, 49, 73–94.
  • Yang, P.J., & McGinley, M. (2022). The associated effects of parent, peer and teacher attachment and self-regulation on prosocial behaviors: A person-and variable-centered investigation. Journal of Social and Personal Relationships, 02654075221095268. https://doi.org/10.1177/02654075221095268
  • Yılmaz, Z.A., & Gözüm, A.İ.C. (2023). Augmented reality app in pre-school education: Children’s knowledge about animals. Southeast Asia Early Childhood Journal, 12(2), 130–151. https://doi.org/10.37134/saecj.vol12.2.8.2023
  • Yiğit, N., & Alat, K. (2022). Erken çocukluk dönemindeki çocukların dijital oyun oynama alışkanlıklarına ilişkin anne/baba görüşleri. e- Kafkas Eğitim Araştırmaları Dergisi, 9, 1026-1052. https://doi.org/10.30900/kafkasegt.1140899
  • Young, K. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American Journal of Famiy Therapy, 37(5), 355-372.
  • Yurdakul, Y., İlhan-Ildız, G., & Bütün-Ayhan, A. (2022). Okul öncesi dönem çocuklarında öz düzenleme becerileri ile prososyal davranışları arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 62, 354-376.

The Role of Self-Regulation Skills and Digital Game Addiction Tendencies in Predicting Preschool Children's Prosocial Behaviors

Year 2023, Volume: 10 Issue: 3, 555 - 572, 30.12.2023
https://doi.org/10.30900/kafkasegt.1265649

Abstract

In the study, the role of self-regulation skills and digital game addiction tendencies in predicting the prosocial behavior of preschool children was examined. The study group of the research, which was conducted using the correlational model, consisted of 255 children aged 5-6 years who were studying in the kindergartens of the primary schools affiliated to the Ministry of National Education in the Efeler district of Aydın province in the 2022-2023 academic year. The data of the study were collected through the General Information Form filled by their parents for their children, The Digital Game Addiction Tendency Scale, The Self-Regulation Skills Scale for 4-6 Years-Old Children-Mother Form and The Child Prosociality Scale-Teacher Form filled by their teachers for children. In the research findings, a negative significant weak relationship was determined between the prosocial behaviors of preschool children and the conflict and reflection sub-dimensions of digital game addiction tendencies. A positive and significant weak relationship was determined between pre-school children's prosocial behaviors and the sum of their self-regulation skills and sub-dimensions of attention, working memory, inhibitory control-emotion, and inhibitory control-behavior. As a result of regression analysis, it was determined that self-regulation skills and digital game addiction tendencies of 5-6 year old children together predicted prosocial behavior variability by 14%. The findings showed that the most powerful predictors of the child's prosocial behavior are self-regulation skills, attention and inhibitory control-behavior sub-dimensions, and the tendency for digital game addiction to be the conflict sub-dimension. The findings were discussed in the light of the literature, and suggestions were made to those concerned that prevention and intervention studies should be given importance to the negative effects of digital games that contain negative elements and are exposed for long periods of time, and that it would be effective to address self-regulation skills in interventions and programs aimed at encouraging children's prosocial behaviors.

References

  • Adachi, P.J.C., & Willoughby, T. (2011). The effect of video game competition and violence on aggressive behavior: Which characteristic has the greatest influence? Psychology of Violence, 1(4), 259–274. https://doi.org/10.1037/a0024908
  • Akçay, D., & Özcebe, H. (2012). Okul öncesi eğitim alan çocukların ve ailelerinin bilgisayar oyunu oynama alışkanlıklarının değerlendirilmesi. Çocuk Dergisi, 12(2), 66-71.
  • Alter, A. (2018). Karşı konulmaz- bağımlılık yapıcı teknolojinin yükselişi ve bizim ona esir edilişimiz. (çev. D. İrengün). İstanbul: Paloma Yayınevi.
  • Anderson, C.A., & Bushman, B.J. (2001). Effects of violent video games on aggressive behavior, aggressive cognition, aggressive affect, physiological arousal, and prosocial behavior: A meta-analytic review of the scientific literature. Psychological Science, 12(5), 353–359. https://doi.org/10.1111/1467-9280.00366
  • Anderson, C.A., & Dill, K.E. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772-790.
  • Anderson, C.A., Shibuya, A., Ihori, N., Swing, E.L., Bushman, B.J., Sakamoto, A., & Saleem, M. (2010). Violent video game effects on aggression, empathy, and prosocial behavior in Eastern and Western countries: A meta-analytic review. Psychological Bulletin, 136(2), 151-173.
  • Aras, S. (2015). Promoting self regulation in early years: Tools of the mind. Journal of Education and Future, 8, 15-25.
  • Avcı, F., & Er, H. (2019). Investigation of tecaher views on digital addiction and suggestions for solution. Language Teaching and Educational Research, 2(2), 132-159. https://doi.org/10.35207/later.602235
  • Aydın, M.Ş. (2021). 13-70 aylık çocuklarda prososyal davranışlar: Doğal gözlem çalışması. Psikoloji Çalışmaları, 41(2), 673–709. https://doi.org/10.26650/SP2019-0096
  • Aydoğdu, F. (2022). The intermediary role of self-regulation skills in the correlation between peer relations and school adaptation in preschool children. Education and Science, 47(212), 177-195.
  • Aydoğdu-Karaaslan, İ. (2015). Dijital oyunlar ve dijital şiddet farkındalığı: Ebeveyn ve çocuklar üzerine yapılan karşılaştırmalı bir analiz. Uluslararası Sosyal Araştırmalar Dergisi, 8(36), 806-818.
  • Bağcı, B., & Öztürk-Samur, A. (2016). Çocuk ve yetişkin prososyallik ölçeklerinin geçerlik güvenirlik çalışması. Ahi Evran Üniversitesi Kırşehir Eğitim Fakültesi Dergisi, 17(3), 59-79.
  • Bağcı-Çetin, B., & Öztürk-Samur, A. (2018). 60-72 aylık çocukların prososyal davranışları ile anne-babalarının prososyal davranışları arasındaki ilişkinin incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 20(1), 1-17. https://doi.org/10.17556/erziefd.286651
  • Bierman, K.L., Nix, R.L., Greenberg, M.T., Blair, C., & Domitrovich, C.E. (2008).Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology, 20(03), 821-843.
  • Bilgin, H. C. (2015). Ortaokul öğrencilerinin bilgisayar oyun bağımlılık düzeyleri ile iletişim becerileri arasındaki ilişki (Yayınlanmamış yüksek lisans tezi). Pamukkale Üniversitesi Eğitim Bilimleri Enstitüsü, Denizli.
  • Bird, J., & Edwards, S. (2015). Children learning to use technologies through play: A digital play framework. British Journal of Educational Technology, 46(6), 1149-1160. https://doi.org/10.1111/bjet.12191
  • Birgisdóttir, F., Gestsdóttir, S., & Thorsdóttir, F. (2015). Behavioral self-regulation and the development of literacy: A two-year longitudinal study of Icelandic pre-school children. Early Education and Development, 26(5), 1-22.
  • Blair, C. (2002). School readiness: Integrating cognition and emotion in a neurobiological conceptualization of children’s functioning at school entry. American Psychologist, 57, 111–27.
  • Bronson, M.B. (2019). Erken çocuklukta öz-düzenleme doğası ve gelişimi. Ankara: Eğiten Kitap.
  • Budak, K.S., & Işıkoğlu, N. (2022). Dijital oyun bağimlilik eğilimi ve ebeveyn rehberlik stratejileri ölçeklerinin geliştirilmesi. Ankara Üniversitesi Eğitim Bilimleri Fakültesi Dergisi, 55(3), 693-740. https://doi.org/10.30964/auebfd.939653
  • Bülbül, H., Tunç, T., & Aydil, F. (2018). Üniversite öğrencilerinde oyun bağımlılığı: Kişisel özellikler ve başarı ile ilişkisi. Ömer Halisdemir Üniversitesi İktisadi ve İdari Bilimler Fakültesi Dergisi, 11(3), 97-111. https://doi.org/10.25287/ohuiibf.423745
  • Büyüköztürk, Ş., Kılıç-Çakmak, E., Akgün, Ö.E., Karadeniz, Ş., & Demirel, F. (2018). Eğitimde bilimsel araştırma yöntemleri (25. baskı). Ankara: Pegem Akademi.
  • Canaslan-Akyar, B., & Sungur, S. (2022). Preschool children's digital media usage and self-regulation skill. Turkish Journal of Education, 11(2), 126-142. https://doi.org/10.19128/turje.889549
  • Cole, P.M., Zahn-Waxler, C., & Smith, K.D. (1994). Expressive control during a disappointment: Variations related to preschoolers' behavior problems. Developmental Psychology, 30, 835–846.
  • Coyne, S.M., Stockdale, L., Linder, J.R., Nelson, D.A., Collier, K.M., & Essig, L.W. (2017). Pow! Boom! Kablam! Effects of viewing superhero programs on aggressive, prosocial, and defending behaviors in preschool children. J Abnorm Child Psychol, 45, 1523-1535. https://doi.org/10.1007/s10802-016-0253-6
  • Craig, A.B., Brown, E.R., Upright, J., & DeRosier, M.E. (2016). Enhancing children’s social emotional functioning through virtual game-based delivery of social skills training. J. Child Fam. Stud., 25, 959–968.
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2018). Sosyal bilimler için çok değişkenli istatistik SPSS ve LISREL uygulamaları (5. baskı). Pegem Akademi.
  • Darling-Churchill, K.E. & Lippman, L. (2016). Early childhood social and emotional development: Advancing the field of measurement. Journal of Applied Developmental Psychology, 45, 1–7. https://doi.org/10.1016/j.appdev.2016.02.002
  • Denham, S.A. (1986). Social cognition, prosocial behavior, and emotion in preschoolers: Contextual validation. Child Development, 57(1), 194-201.
  • Diamond, A. (2012). Executive functions. Annual Review of Psychology, 64, 135–168. https://doi.org/10.1146/annurev-psych-113011-143750
  • Domoff, S.E., Borgen, A.L., & Radesky, J.S. (2020). Interactional theory of childhood problematic media use. Human Behav. & Emerg Tech, 2, 343-353. https://doi.org/10.1002/hbe2.217
  • Eisenberg, N., & Mussen, P.H. (1997). The roots of prosocial behavior in children (4th ed.). U.S.A: Cambridge University Press.
  • Eisenberg, N., Eggum, N.D., Sallquist, J., & Edwards, A. (2010). Relations of self-regulatory/control capacities to maladjustment, social competence, and emotionality. In R.H. Hoyle (Ed.). Handbook of personality and self-regulation (ss. 21-47). UK: Wiley- Blackwell Publishing Ltd.
  • Eisenberg, N., Fabes, R.A., & Spinrad, T.L. (2006). Prosocial development. In W. Damon, R. M. Lerner (Series Eds.), & N. Eisenberg (Vol. Ed.). Handbook of child psychology: Vol. 3: Social, emotional, and personality development (ss. 646–718). USA: John Wiley & Sons, Inc.
  • Eisenberg, N., Fabes, R.A., Bernzweig, J., Karbon, M., Poulin, R., & Hanish, L. (1993). The relations of emotionality and regulation to preschoolers’ social skills and sociometric status. Child Development, 64, 1418 –1438.
  • Eke, K. (2018). Okul öncesi dönem çocuklarında değerler, öz düzenleme becerileri ve sosyal davranışlar arasındaki ilişkinin incelenmesi. ISOEVA. Erişim tarihi: 29.07.2023.
  • Erol, A., & İvrendi, A . (2018). 4-6 yaş çocuklarına yönelik öz-düzenleme becerileri ölçeğinin geliştirilmesi (anne formu). Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 44, 178-195.
  • Fındık-Tanrıbuyurdu, E., & Güler-Yıldız, T. (2014). Okul öncesi öz düzenleme ölçeği (OÖDÖ): Türkiye uyarlama çalışması. Eğitim ve Bilim, 39(176), 317-328.
  • Fisch, S.M., Truglio, R.T., & Cole, C.F. (1999). The impact of Sesame Street on preschool children: A review and synthesis of 30 years’ research. Media Psychology, 1(2), 165–190. https://doi.org/10.1207/s1532785xmep0102_5
  • Flook, L., Goldberg, S.B., Pinger, L., & Davidson, R.J. (2015). Promoting prosocial behavior and self- regulatory skills in preschool children through a mindfulness-based Kindness Curriculum. Developmental Psychology, 51(1), 44-51. https://doi.org/10.1037/a0038256
  • Fraenkel, J.R., & Wallen, N.E. (2006). How to design and evaluate research in education (6th edition). Newyork: McGraw-Hill International Edition.
  • Genç, Z. (2014). Parents’ perceptions about the mobile technology use of preschool aged children. Procedia-Social and Behavioral Sciences, 146, 55-60.
  • Gentile, D.A., Anderson, C.A., Yukawa, S., Ihori, N., et al. (2009). The effects of prosocial video games on prosocial behaviors: International evidence from correlational, longitudinal, and experimental studies. Personality and Social Psychology Bulletin, 35(6), 752-63. https://doi.org/10.1177/0146167209333045
  • Gentile, D.A., Choo, H., Liau, A., Sim, T., et al. (2011). Pathological video game use among youths: A two-year longitudinal study. Pediatrics, 127(2), e319-29. https://doi.org/10.1542/peds.2010-1353
  • Gilliom, M., Shaw, D.S., Beck, J.E., Schonberg, M.A., & Lukon, J.L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self-control. Developmental Psychology, 38, 222–235.
  • Gökçearslan, Ş., & Durakoğlu, A. (2014). Ortaokul öğrencilerinin bilgisayar oyunu bağımlılık düzeylerinin çeşitli değişkenlere göre incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 23, 419-435.
  • Gözüm, A.İ.C. (2020a). Okul öncesi dönem çocuklarında çalışma belleği ve engelleyici kontrol: Dikkatin aracı rolü. Erken Çocukluk Çalışmaları Dergisi, 4(3), 609-638.
  • Gözüm, A.İ.C. (2020b). Okul öncesi öğretmenlerin dikkat eksikliği ve hiperaktivite bozukluğuna yönelik metaforlarının belirlenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 22(3), 857-876. https://doi.org/10.17556/erziefd.803146
  • Gözüm, A.İ.C. (2022). Digital games for STEM in early childhood education: Active co-playing parental mediation and educational content examination. In: Papadakis, S., Kalogiannakis, M. (eds) STEM, Robotics, Mobile Apps in Early Childhood and Primary Education. Lecture Notes in Educational Technology. Springer, Singapore. https://doi.org/10.1007/978-981-19-0568-1_21
  • Gözüm, A.İ.C., & Aktulun, Ö.U. (2021). Relationship between Pre-Schoolers’ self-regulation, language, and early academic skills: The mediating role of self-regulation and moderating role of gender. Curr Psychol, 40, 4718–4740. https://doi.org/10.1007/s12144-021-01699-3
  • Gözüm, A.İ.C., & Kandır, A. (2020a). Developing a parental mediation scale of digital games for children. International Journal of Curriculum and Instruction, 12(2), 336-358.
  • Gözüm, A.İ.C., & Kandır, A. (2020b). Okul öncesi çocukların dijital oyun oynama sürelerine göre oyun eğilimi ile konsantrasyon düzeylerinin incelenmesi. Atatürk Üniversitesi Kazım Karabekir Eğitim Fakültesi Dergisi, 41, 82-100.
  • Gözüm, A.İ.C., & Kandır, A. (2021). Digital games pre-schoolers play: Parental mediation and examination of educational content. Educ Inf Technol, 26, 3293–3326. https://doi.org/10.1007/s10639-020-10382-2
  • Greenfield, P.M. (1996). Video games as cultural artifacts. In P. M. Greenfield & R. R. Cocking (Eds.), Interacting with video (pp. 85–94). Ablex Publishing. (Reprinted from "Journal of Applied Developmental Psychology," 15, 1994)
  • Greitemeyer, T., & Müge, D.O. (2014). Video games do affect social outcomes: A metaanalytic review of the effects of violent and prosocial video game play. Pers Soc Psychol Bull, 40,578–589.
  • Gülbetekin, E., & Yıldırım, Z. (2023). Investigation of the relationship between screen usage habits, behavioral problems and self-regulation skills of children aged 4–6. Journal of Pediatric Nursing, https://doi.org/10.1016/j.pedn.2023.10.025
  • Holman, J.P., Hansen, C.E., Cochian, M.E., & Lindsey, C.R. (2005). Liar, liar: Internet faking but not freguency of use affect social skills, self-esteem, social anxiety, and aggression. CyberPsychol Behavior, 8(1), 1-6.
  • Honig, A. (2004). How teachers and caregivers can help children become more prosocial. In E. Chesebrough, P. King, T. P. Gullotta, & M. Bloom (Eds.), Issues in children’s and families’ lives series: A blueprint for the promotion of prosocial behavior in early childhood (pp. 51–92). New York, NY: Kluwer Academic/Plenum Publishers.
  • Hosokawa, R., & Katsura, T. (2018). Association between mobile technology use and child adjustment in early elementary school age. PLoS ONE, 13(7), Article e0199959. https://doi.org/10.1371/journal.pone.0199959
  • Hughes, C., White, A., Sharpen, J., & Dunn, J. (2000). Antisocial, angry, and unsympathetic: “Hard-to-manage” preschoolers' peer problems and possible cognitive influences. The Journal of Child Psychology and Psychiatry and Allied Disciplines, 41(2), 169-179.
  • Imuta, K., Henry, J.D., Slaughter, V., Selcuk, B., & Ruffman, T. (2016). Theory of mind and prosocial behavior in childhood: A meta-analytic review. Developmental Psychology, 52(8), 1192–1205. https://doi.org/10.1037/dev0000140
  • Inan, M., & Dervent, F. (2015). Making a digital game active: Examining the responses of students to the adapted active version. Pegem Journal of Education and Instruction, 6(1), 113-32. https://doi.org/10.14527/pegegog.2016.007
  • Işıkoğlu-Erdoğan, N. (2019). Dijital oyun popüler mi? Ebeveynlerin çocukları için oyun tercihlerinin incelenmesi. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi, 46, 1-17. https://doi.org/10.9779/pauefd.446654
  • Işıkoğlu-Erdoğan, N., Johnson, J.E., Dong, P.I., & Qiu, Z. (2019). Do parents prefer digital play? Examination of parental preferences and beliefs in four nations. Early Childhood Education Journal, 47, 131-142. https://doi.org/10.1007/s10643- 018-0901-2
  • Işıksolu-Aysel, Y. (2020). 60-72 aylık çocukların öz-düzenleme becerileri, sosyal yetkinlik davranışları ve problem çözme becerileri arasındaki ilişkinin incelenmesi (Yayımlanmamış doktora tezi). Pamukkale Üniversitesi, Denizli.
  • Kabakçı-Yurdakul, I., Dönmez, O., Yaman, F., & Odabaşı, H.F. (2013). Dijital ebeveynlik ve değişen roller. University of Gaziantep Journal of Social Sciences, 12(4), 883-896.
  • Karaman, N.N., & Dinçer, F.Ç. (2020). Okul öncesi dönem çocuklarının prososyal davranışlarının bazı değişkenler açısından incelenmesi. Erken Çocukluk Çalışmaları Dergisi, 4(3), 639-664. https://doi.org/10.24130/eccd-jecs.1967202043236
  • Karasar, N. (2015). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayınları. Kennedy-Behr, A., Rodger, S., & Mickan, S. (2015). Play or hard work: Unpacking well-being at preschool. Res Dev Disabil., 38, 30-8.
  • Kochanska, G. (2002). Committed compliance, moral self, and internalization: A mediational model. Developmental Psychology, 38(3), 339–351. https://doi.org/10.1037/0012-1649.38.3.339
  • Köklü, N., Büyüköztürk, Ş., & Çokluk, Ö. (2007). Sosyal bilimler için istatistik (2. Baskı). Ankara: Pegem Yayınları. Laible, D., Carlo, G., Murphy, T., Augustine, M., & Roesch, S. (2014). Predicting children's prosocial and cooperative behavior from their temperamental profiles: A person centered approach. Social Development, 23(4), 734-752. https://doi.org/10.1111/sode.12072
  • Lane, K.L., Givner, C.C., & Pierson, M.R. (2004). Teacher expectations of student behavior: Social skills necessary for success in elementary school classrooms. Journal of Special Education, 38(2), 104–110.
  • Lemmens, J.S., Valkenburg P.M., & Peter, J. (2009). Development and validation of a game addiction scale for adolescents. Media Psychology, 12(1), 77-95.
  • León, C.B.R., Dias, N.M., Martins, G.L.L., & Seabra, A.G. (2018). Executive functions in preschool children: development and relationships with language and behavior. Psicologia: Teoria e Prática, 20(3), 121-137. http://dx.doi.org/10.5935/1980-6906/psicologia.v20n3p121-137.
  • Lewin-Bizan, S., Doyle-Lynch, A., Fay, K., Schmid, K., Lerner, J.V., & Lerner, R.M. (2010). Trajectories of positive and negative behaviors from early-to middle-adolescence. Journal of Youth and Adolescence, 39, 751–763.
  • Li, H., & Zhang, Q. (2022). Effects of prosocial video games on prosocial thoughts and prosocial behaviors. Social Science Computer Review, 41(3). https://doi.org/10.1177/08944393211069599
  • Lillard, A.S., Lerner, M.D., & Hopkins E.J., et al. (2013). The impact of pretend play on children's development: A review of the evidence. Psychol Bull., 139(1), 1-34.
  • Malti, Y., & Noam, G.G. (2016). Social-emotional development: From theory to practice. European Journal of Developmental Psychology, 13(6), 652-665. https://doi.org/10.1080/17405629.2016.1196178
  • Mares, M.L., & Acosta, E.E. (2008). Be kind to three-legged dogs: Children’s literal interpretations of tv’s moral lessons. Media Psychology, 11, 377–99. https://doi.org/10.1080/15213260802204355.
  • Mentzoni, R.A., Brunborg, G.S., Molde, H., Myrseth, H., Joachim, K.M.S., & Pallesen, S. (2011) Problematic video game use: Estimated prevalence and associations with mental and physical health. Cyberpsychol Behav Soc Netw, 14, 591–596.
  • Mercan-Uzun, E., Bütün-Kar, E., & Özdemir, Y. (2023). Ebeveynlerin gözünden çocuklarının dijital oyun oynama alışkanlıklarının değerlendirilmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(1), 9-22. https://doi.org/10.17556/erziefd.1111846
  • Montroy, J.J., Bowles, R.P., Skibbe, L.E., Mcclelland, M.M., & Morrison, F.J. (2016). The development of self-regulation across early childhood. Dev. Psychol., 52, 1744–1762.
  • Mundy, L.K., Canterford, L., Olds, T., Allen, N.B., & Patton, G.C. (2017). The association between electronic media and emotional and behavioral problems in late childhood. Academic Pediatrics, 17, 620–24. https://doi.org/10.1016/j.acap.2016.12.014.
  • Ostrov, J.M., Gentile, D.A., & Crick, N.R. (2006). Media exposure, aggression and prosocial behavior during early childhood: A longitudinal study. Social Development, 15, 612-627. https://doi.org/10.1111/j.1467-9507.2006.00360.x
  • Papadakis, S., Gözüm, A.İ.C., Kalogiannakis, M., & Kandır, A. (2022). A comparison of Turkish and Greek parental mediation strategies for digital games for children during the COVID-19 pandemic. In S. Papadakis & M. Kalogiannakis (Eds.), STEM, robotics, mobile apps in early childhood and primary education. Lecture notes in educational technology. Singapore: Springer. https://doi.org/10.1007/978-981-19-0568-1_23
  • Paulus, F.W., Möhler, E., Recktenwald, F., Albert, A., & Mall, V. (2021). Electronic media and early childhood: A review. Klinische Pädiatrie, 233(4), 157-172. https://doi.org/10.1055/a-1335-4936
  • Pazarbaşı, H., & Cantez, K.E. (2019). Anaokuluna devam eden 66 ayını doldurmuş çocukların öz-düzenleme becerileri ile akran ilişkileri arasındaki ilişkinin incelenmesi. IBAD Sosyal Bilimler Dergisi, 5, 267-283.
  • Plowman, L., Stevenson, O., Stephen, C., & McPake, J. (2012). Preschool children’s learning with technology at home. Computers & Education, 59(1), 30-37.
  • Prot, S., Anderson, C.A., Gentile, D.A., Brown, S.C., & Swing, E.L. (2014). The positive and negative effects of video game play. Jordan, A., & Romer, D. (Ed.), Media and the well-being of children and adolescents (s. 109-128). New York: Oxford University Press
  • Raaijmakers, M.A., Smidts, D.P., Sergeant, J.A., Maassen, G.H., Posthumus, J.A., Van Engeland, H., & Matthys, W. (2008). Executive functions in preschool children with aggressive behavior: Impairments in inhibitory control. Journal of Abnormal Child Psychology, 36(7), 1097-1107. https://doi.org/10.1007/s10802-008-9235-7
  • Radesky, J.S., Weeks, HM., Ball, R., Schaller, A., Yeo, S., Durnez, J., …Barr, R. (2020). Young children’s use of smartphones and tablets? Pediatrics, 146(1), e20193518. https://doi.org/10.1542/peds.2019-3518
  • Rasmussen, E.E., Gabrielle A., Strouse, J. Colwell, Johnson, C.R., Holiday, S., Brady, K., Flores, I., Troseth, G., & Wright, H.D., Rebecca L.D., & Norman, M.S. (2019). Promoting preschoolers’ emotional competence through prosocial tv and mobile app use. Media Psychology, 22, 1–22.
  • Raver, C.C. (2002). Emotions matter: Making the case for the role of young children’s emotional development for early school readiness. Social Policy Report, 16, 3–19.
  • Richert, R.A., & Molly, A.S. (2017). The role of fantasy-reality distinctions in preschoolers’ learning from educational video. Infant and Child Development, 26, e2009. https://doi.org/10.1002/icd.2009.
  • Robson, D.A., Allen, M.S., & Howard, S.J. (2020). Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. In Psychological Bulletin, American Psychological Association, 146(4), 324–354. https://doi.org/10.1037/bul0000227
  • Sağlık Bakanlığı (2018). Dijital oyun bağımlılığı çalıştay sonuç raporu. Erişim adresi: https://sggm.saglik.gov.tr/TR,53949/dijital-oyun-bagimliligi-calistayi.
  • Saleme, P., Pang, B., Dietrich, T., & Parkinson, J. (2020). Prosocial digital games for youth: A systematic review of interventions. Comput. Hum. Behav. Rep., 2, 100039.
  • San-Bayhan, P., & Artan, İ. (2009). Çocuk gelişimi ve eğitimi. İstanbul: Morpa Kültür Yayınları Sanchez, R., Brown, E., Kocher, K., & DeRosier, M. (2017). Improving children’s mental health with a digital social skills development game: A randomized controlled efficacy trial of adventures aboard the SS GRIN. Games Health J., 6, 19–27.
  • Saygılı, N., & Akkaynak, M. (2021). 60-72 aylık ocukların ahlaki yargı düzeyleri ile prososyal davranışları arasındaki ilişkinin incelenmesi. Akademik Tarih ve Düşünce Dergisi, 8(1), 339-358.
  • Schoemaker, K., Mulder, H., Dekovi´c, M., & Matthys, W. (2013). Executive functions in preschool children with externalizing behavior problems: A meta analysis. Journal of Abnormal Child Psychology, 41, 457– 471. https://doi.org/10.1007/s10802-012-9684-x
  • Scrimgeour, M., Davis, E.L., & Buss, K.A. (2016). You get what you get and you don’t throw a fit!: Maternal emotion socialization and child physiology during a disappointment jointly predict early prosocial development. Developmental Psychology, 52(1), 102-116. https://doi.org/10.1037/dev0000071
  • Simonds, J., Kieras, J.E., Rueda, M.R., & Rothbart, M.K. (2007). Effortful control, executive attention, and emotional regulation in 7-10 year old children. Cognitive Development, 22(4), 474-488.
  • Şenol, Y., Şenol, F.B., & Can-Yaşar, M. (2023). Digital game addiction of preschool children in the Covid-19 pandemic: Social emotional development and parental guidance. Current Psychology, 1-9.
  • Tabachnick, B.G., & Fidell, L.S. (2015). Çok değişkenli istatistiklerin kullanımı. Nobel Akademik Yayıncılık. Taş, İ., & Güneş, Z. (2019). 8-12 yaş arası çocuklarda bilgisayar oyun bağımlılığı, aleksitimi, sosyal anksiyete, yaş ve cinsiyetin incelenmesi. Klinik Psikiyatri, 22, 83- 92.
  • Toksoy, K. (2018). Dijital medyanın 18 ay- 3 yaş arasındaki çocukların gelişimine etkisi (Uzmanlık tezi). Gazi Üniversitesi Hastanesi, Ankara.
  • Trommsdorff, G., & Cole, P.M. (2011). Emotion, self-regulation, and social behavior in cultural contexts. In X. Chen & K.H. Rubin (Eds.), Socioemotional Development in Cultural Context (Pp. 131-163). New York: The Guilford Press.
  • Tuğrul, B., Ertürk, H.G., Özen-Altınkaynak, Ş., & Güneş, G. (2014). Oyunun üç kuşaktaki değişimi. The Journal of Academic Social Science Studies, 27, 1-16.
  • Ülgen, G., & Fidan, E. (2003). Çocuk gelişimi (10. Baskı). İstanbul: Milli Eğitim Basımevi.
  • Ünsal, A. (2019). Okul öncesi dönem çocuklarının duygusal zekâsı ve dijital oyun bağımlılıklarının incelenmesi (Yayınlanmamış yüksek lisans tezi). Gazi Üniversitesi Eğitim Bilimleri Enstitüsü, Ankara
  • Vallotton, C., & Ayoub, C. (2011). Use your words: The role of language in the development of toddlers’ self-regulation. Early Childhood Research Quarterly, 26(2), 169-181.
  • Vasseleu, E., Neilsen-Hewett, C., Ehrich, J., Cliff, K., & Howard, S. J. (2021). Educator beliefs around supporting early self-regulation: Development and evaluation of the self-regulation knowledge, attitudes and self-efficacy scale. Frontiers in Education, 6(3). https://doi.org/10.3389/feduc.2021.621320
  • Wack, E., & Tantleff-Dunn, S. (2009). Relationships between electronic game play, obesity, and psychosocial functioning in young men. Cyberpsychol Behav., 12(2), 241-4. https://doi.org/ 10.1089/cpb.2008.0151.
  • Williams, D., Kennedy, T.L.M., & Moore, R.J. (2011). Behind the avatar: The patterns, practices, and functions of role playing in MMOs. Games and Culture, 6(2), 171-200.
  • Williams, K.E., & Berthelsen, D. (2017). The development of prosocial behaviour in early childhood: Contributions of early parenting and self-regulation. International Journal of Early Childhood, 49, 73–94.
  • Yang, P.J., & McGinley, M. (2022). The associated effects of parent, peer and teacher attachment and self-regulation on prosocial behaviors: A person-and variable-centered investigation. Journal of Social and Personal Relationships, 02654075221095268. https://doi.org/10.1177/02654075221095268
  • Yılmaz, Z.A., & Gözüm, A.İ.C. (2023). Augmented reality app in pre-school education: Children’s knowledge about animals. Southeast Asia Early Childhood Journal, 12(2), 130–151. https://doi.org/10.37134/saecj.vol12.2.8.2023
  • Yiğit, N., & Alat, K. (2022). Erken çocukluk dönemindeki çocukların dijital oyun oynama alışkanlıklarına ilişkin anne/baba görüşleri. e- Kafkas Eğitim Araştırmaları Dergisi, 9, 1026-1052. https://doi.org/10.30900/kafkasegt.1140899
  • Young, K. (2009). Understanding online gaming addiction and treatment issues for adolescents. The American Journal of Famiy Therapy, 37(5), 355-372.
  • Yurdakul, Y., İlhan-Ildız, G., & Bütün-Ayhan, A. (2022). Okul öncesi dönem çocuklarında öz düzenleme becerileri ile prososyal davranışları arasındaki ilişkinin incelenmesi. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 62, 354-376.
There are 118 citations in total.

Details

Primary Language English
Subjects Other Fields of Education
Journal Section Articles
Authors

Burcu Bağcı Çetin 0000-0002-7708-8974

Publication Date December 30, 2023
Submission Date March 15, 2023
Published in Issue Year 2023 Volume: 10 Issue: 3

Cite

APA Bağcı Çetin, B. (2023). The Role of Self-Regulation Skills and Digital Game Addiction Tendencies in Predicting Preschool Children’s Prosocial Behaviors. E-Kafkas Journal of Educational Research, 10(3), 555-572. https://doi.org/10.30900/kafkasegt.1265649

19190       23681     19386        19387