International Journal of New Trends in Arts, Sports & Science Education

Yazarlar: Hülya GÜLAY OGELMAN, Emine Nur SONAKIN

Konular:-

Anahtar Kelimeler:Peer relationships,Social-emotional well-being,Resilience,Preschool.

Özet: The purpose of this study is to examine the long and short-term effects of hyperactivity-distractibility and anxiety-fearful levels of preschool children on the social-emotional well-being and psychological resilience variables. Fourty children from 4-6 age group participated in the study. In the study, Child Behavior Scale (hyperactivity-distractibility and anxiety-fearful subscales) and Social-Emotional Well-Being and Resilience Scale  (PERIK) were used. According to results the hyperactivity-distractibility level in the autumn term significantly predicted the levels of making contact/social performance, self-control/thoughtfulness, task orientation and pleasure in exploring in the same term. The hyperactivity-distractibility level in the autumn term significantly predicted the levels of self-control/thoughtfulness and task orientation in the spring term. The hyperactivity-distractibility level in the spring term significantly predicted the levels of making contact/social performance, self-control/thoughtfulness, emotional stability/coping with stress, task orientation and pleasure in exploring in the same term. The anxiety-fearful level in the autumn term significantly predicted the levels of making contact/social performance, self-control/thoughtfulness, self-assertiveness, task orientation and pleasure in exploring in the same term. The anxiety-fearful level in the autumn term significantly predicted the levels of making contact/social performance, self-control/thoughtfulness, self-assertiveness, task orientation and pleasure in exploring in the spring term. The anxiety-fearful level in the spring term significantly predicted the levels of social-emotional well-being and resilience variables in the same term.

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