International Association of Educators   |  ISSN: 2834-7919   |  e-ISSN: 1554-5210
International Journal of Progressive Education
International Association of Educators

Original article | International Journal of Progressive Education 2020, Vol. 16(6) 273-282

The Investigation of Children’s Persistent and Reactive Behavior With Respect to Parenting Attitudes

İsa Kaya

pp. 273 - 282   |  DOI: https://doi.org/10.29329/ijpe.2020.280.16   |  Manu. Number: MANU-2004-23-0001.R2

Published online: December 07, 2020  |   Number of Views: 273  |  Number of Download: 564

Save PDF

Abstract

The aim of the current study is to investigate the contributions of maternal attitudes to children’s persistent and reactive behaviors. The study sample is made up of 202 preschoolers aged 48-72 months and their mothers. A demographic form was used to collect data on children’s age, gender and mothers’ working status. Persistence and Reactivity Subdimensions of the The Short Temperament Scale for Children and Parenting Attitude Scale for maternal attitudes were used for the data collection. Both forms were completed by the mothers. An independent sample t-test, a Pearson Product-Moment Correlation and multiple regression were used to test the data collected from the mothers. The results showed that girls, 6-year-olds (60-72 months) and children with working mothers were more persistent compared to boys, 5-year-olds and children with unemployed mothers, respectively. The findings indicated a negative and significant relationship between persistence and overprotective parenting attitudes and a positive and significant relationship between reactivity and permissive and overprotective parenting attitudes. Parenting attitudes explained %5 and %7 of the variation in children’s persistent and reactive behavior, respectively. Overprotective and permissive parenting attitudes significantly predicted persistence and reactivity, respectively.

Keywords: Persistent Behavior, Reactive Behavior, Parental Attitudes

How to Cite this Article?

APA 6th edition
Kaya, I. (2020). The Investigation of Children’s Persistent and Reactive Behavior With Respect to Parenting Attitudes . International Journal of Progressive Education, 16(6), 273-282. doi: 10.29329/ijpe.2020.280.16

Harvard
Kaya, I. (2020). The Investigation of Children’s Persistent and Reactive Behavior With Respect to Parenting Attitudes . International Journal of Progressive Education, 16(6), pp. 273-282.

Chicago 16th edition
Kaya, Isa (2020). "The Investigation of Children’s Persistent and Reactive Behavior With Respect to Parenting Attitudes ". International Journal of Progressive Education 16 (6):273-282. doi:10.29329/ijpe.2020.280.16.
References
  1. Akbaba, G. (2017). Beş ve altı yaş çocuklarının duygu düzenlemesinde çocuk mizacıyla anne davranışları arasındaki etkileşimin incelenmesi [An investigation of interaction between child temperament and mother behavior in emotion regulation of five and six years old children]. (Unpublished Master' Thesis), İstanbul University, İstanbul.    [Google Scholar]
  2. Algozzine, B., Putnam, R., & Horner, R. (2012). Support for teaching students with learning disabilities academic skills and social behaviors within a response-to-intervention model: Why it doesn’t matter what comes first. Insights on Learning Disabilities, 9(1), 7-36.  [Google Scholar]
  3. Altan, Ö. (2006). The effects of maternal socialization and temperament on children’s emotion regulation. Unpublished master thesis, Koç University, İstanbul.  [Google Scholar]
  4. Arnold, D. H., Kupersmidt, J. B., Voegler-Lee, M. E., & Marshall, N. A. (2012). The association between preschool children's social functioning and their emergent academic skills. Early childhood research quarterly, 27(3), 376-386.  [Google Scholar]
  5. Berk, L. E. (2013). Infants and Children, In Ç. E. N. I. Erdoğan) (Ed.), Doğum Öncesinden Orta Çocukluğa (Vol. 7)). Ankara: Nobel. [Google Scholar]
  6. Bramlett, R. K., Scott, P., & Rowell, R. K. (2000). A comparison of temperament and social skills in predicting academic performance in first graders. Special Services in the Schools, 16(1-2), 147-158.  [Google Scholar]
  7. Braungart-Rieker, J., Garwood, M. M., & Stifter, C. A. (1997). Compliance and noncompliance: The roles of maternal control and child temperament. Journal of Applied Developmental Psychology, 18(3), 411-428.  [Google Scholar]
  8. Bronfenbrenner, U. (1979). The ecology of human development: Harvard university press. [Google Scholar]
  9. Buğan, B. (2017). Longitudinal relations of externalizing and internalizing behavior problems with parental child rearing practices and temperament during transition from preschool to school entry. Unpublished master thesis, Özyeğin Üniversitesi.    [Google Scholar]
  10. Burke, J. D., Pardini, D. A., & Loeber, R. (2008). Reciprocal relationships between parenting behavior and disruptive psychopathology from childhood through adolescence. Journal of abnormal child psychology, 36(5), 679-692.  [Google Scholar]
  11. Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri. (Vol. 13). Ankara: PegemAkademi. pp. 1-25 [Google Scholar]
  12. Çağdaş, A. (2002). Anne Baba Çocuk İlişkisi (Vol. 1). Ankara: Nobel. [Google Scholar]
  13. Darling, N., & Steinberg, L. (1993). Parenting style as context: An integrative model. Psychological bulletin, 113(3), 487.  [Google Scholar]
  14. Demir, E. K., & Şendil, G. (2008). Ebeveyn tutum ölçeği (ETÖ). Türk Psikoloji Yazıları, 11(21), 15-25.  [Google Scholar]
  15. Erdinç, S. (2009). Okul öncesi dönem çocuklarında fiziksel ve ilişkisel saldırganlığın çeşitli değişkenler açısından incelenmesi [An Evaluation of Physical and Relational Aggression During Preschool Period in Relation to Some Variables] . Unpublished master thesis, Ankara University, Ankara, Turkey.  [Google Scholar]
  16. Farrington, C. A., Roderick, M., Allensworth, E., Nagaoka, J., Keyes, T. S., Johnson, D. W., & Beechum, N. O. (2012). Teaching Adolescents to Become Learners: The Role of Noncognitive Factors in Shaping School Performance--A Critical Literature Review: ERIC. [Google Scholar]
  17. Karrass, J., & Braungart-Rieker, J. M. (2003). Parenting and temperament as interacting agents in early language development. Parenting: Science and Practice, 3(3), 235-259.  [Google Scholar]
  18. Karreman, A., de Haas, S., van Tuijl, C., van Aken, M. A., & Deković, M. (2010). Relations among temperament, parenting and problem behavior in young children. Infant behavior and development, 33(1), 39-49.  [Google Scholar]
  19. Kiff, C. J., Lengua, L. J., & Zalewski, M. (2011). Nature and nurturing: Parenting in the context of child temperament. Clinical child and family psychology review, 14(3), 251.  [Google Scholar]
  20. Kim, S., & Kochanska, G. (2012). Child temperament moderates effects of parent–child mutuality on self‐regulation: A relationship‐based path for emotionally negative infants. Child development, 83(4), 1275-1289.  [Google Scholar]
  21. Mc Clowry, S. (2003). Your child's unique temperament: Insights and strategies for responsive parenting: Research Press. [Google Scholar]
  22. McClelland, M. M., Acock, A. C., Piccinin, A., Rhea, S. A., & Stallings, M. C. (2013). Relations between preschool attention span-persistence and age 25 educational outcomes. Early childhood research quarterly, 28(2), 314-324.  [Google Scholar]
  23. McClowry, S. G., Rodriguez, E. T., & Koslowitz, R. (2008). Temperament-based intervention: Re-examining goodness of fit. International Journal of Developmental Science, 2(1-2), 120-135.  [Google Scholar]
  24. Micalizzi, L., Wang, M., & Saudino, K. J. (2017). Difficult temperament and negative parenting in early childhood: A genetically informed cross‐lagged analysis. Developmental science, 20(2), e12355.  [Google Scholar]
  25. Miller-Lewis, L. R., Baghurst, P. A., Sawyer, M. G., Prior, M. R., Clark, J. J., Arney, F. M., & Carbone, J. A. (2006). Early childhood externalising behaviour problems: Child, parenting, and family-related predictors over time. Journal of abnormal child psychology, 34(6), 886-901.  [Google Scholar]
  26. Ömürlü, L. S. (2018). Üstbiliş ve Ahlaki Üst Biliş ile Sebatlı Olma Arasındaki İlişkinin EEG Tekniğiyle Gözlemlenmesi. [Observation of the relationship among metacognition, moral metacognition and grit with EEG technique] Unpublished master thesis,. Usküdar University, Istanbul [Google Scholar]
  27. Öneren Şendil, Ç. (2010). 5-6 yaş çocuklarında sosyal yetkinlik ve davranış sorunlarının, akran kabulü, mizaç ve cinsiyet açısından incelenmesi.[An investigation of social competence and behavioral problems of 5-6 year-old children through peer preference, temperament and gender] Unpublished master thesis,  Middle East Technical University, Ankara.    [Google Scholar]
  28. Prior, M. R., Sanson, A. V., & Oberklaid, F. (1989). Temperament in childhood. In G.A. Kohnstamm, J.E. Bates, & M. K. Rothbar (Eds.), The Australian temperament project. Chichester, England: Wiley. 537-554 [Google Scholar]
  29. Rothbart, M. (2012). Advances in temperament. Handbook of temperament, 3-20.  [Google Scholar]
  30. Rothbart, M., Bates, J., Damon, W., & Lerner, R. (2006). Handbook of child psychology. Social, emotional, and personality development, 6, 99-166.  [Google Scholar]
  31. Santrock, J. W. (2015). Yaşam boyu gelişim: Gelişim Psikolojisi: Life-span development (Galip Yüksel ed.). Ankara: Nobel Akademik Yayıncılık Eğitim Danışmanlık Tic. Limited Şti. [Google Scholar]
  32. Scaramella, L. V., Sohr‐Preston, S. L., Mirabile, S. P., Robison, S. D., & Callahan, K. L. (2008). Parenting and children's distress reactivity during toddlerhood: An examination of direction of effects. Social Development, 17(3), 578-595.  [Google Scholar]
  33. Seo, D. C., & Lee, C. G. (2012). Association of school nutrition policy and parental control with childhood overweight. Journal of School Health, 82(6), 285-293.  [Google Scholar]
  34. Thomas, A., & Chess, S. (1977). Temperament and development: Brunner/Mazel. [Google Scholar]
  35. Trentacosta, C. J., & Izard, C. E. (2007). Kindergarten children's emotion competence as a predictor of their academic competence in first grade. Emotion, 7(1), 77.  [Google Scholar]
  36. Uçar, E. (2017). Okul öncesi dönem (48-72 AY) çocuklarında ilişkisel ve fiziksel saldırganlığın mizaç ve çeşitli değişkenler açısından incelenmesi. Sosyal Bilimler Enstitüsü.    [Google Scholar]
  37. Yagmurlu, B., & Sanson, A. (2009). Parenting and temperament as predictors of prosocial behaviour in Australian and Turkish Australian children. Australian Journal of Psychology, 61(2), 77-88.  [Google Scholar]
  38. Yağmurlu, B., Sanson, A., & Köymen, S. (2005). Ebeveynlerin ve çocuk mizacının olumlu sosyal davranış gelişimine etkileri: Zihin kuramının belirleyici rolü. [The Influences of parenting and child temperament on the development of prosocial behaviors: the mediating role of theory of mind, Turkish Journal of Psychology, 20(55), 1-20.  [Google Scholar]
  39. Yavuzer, H. (1999). Ana-baba ve çocuk,  (Vol 13),  İstanbul: Remzi kitabevi,  20-50 [Google Scholar]
Download
Metric
History
Related

Volume 16 Issue 6

December 2020

All Articles

International Journal of Progressive Education

International Association of Educators.
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Public License.
Privacy policy     |     Terms of Use     |     Use of Cookies
Creative Commons Lisansı
© 2012 - 2024 - THDSoft e-Journal Management System.