Investigation of the Effect of Social Skills Training on the Motivation Levels of Preschool Children

Saide Özbey; Mehlika Köyceğiz

Vol. 11 No. 5 (2019) IEJEE

Investigation of the Effect of Social Skills Training on the Motivation Levels of Preschool Children

Saide Özbey
Mehlika Köyceğiz

Published July 1, 2019 | Pages: 477-486 | Views: 2320

Download PDF

SHARE

Abstract

The study was carried out in order to determine the effect of the "Social Skills Training Program" applied to 48-60-month-old children attending pre-school education institutions on the children’s motivation levels. The study was conducted in a one-group pretest-posttest experimental design. The study group consisted of 16 children aged 48-60 months and attending a pre-school education institution. The study was planned in a one-group experimental design since there was no other equivalent group in terms of the characteristics of the experimental group. The “Personal Information Form” and the “Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children” were used as data collection tools in the study. In the study, the Social Skills Training Program was implemented to the children for 14 weeks and two days a week. The motivation levels of the children before and after the program were measured by the Wilcoxon signed-ranks test. As a result of the analyses, a significant difference was detected in favor of the post-test between the scores the children obtained before and after the Social Skills Training Program (p<0.05). In the permanence test conducted, it was determined that the effect of the program continued after the program. In other words, it was concluded that there was a significant difference in the motivation levels of the children who took the Social Skills Training Program and the effect of the program was permanent. By considering the contribution of social skills training programs to motivation in pre-school education institutions, their restructuring can be suggested. Awareness training can be provided to families on contributing to the motivation levels of children by supporting their social skills.

<p>The study was carried out in order to determine the effect of the "Social Skills Training Program" applied to 48-60-month-old children attending pre-school education institutions on the children’s motivation levels. The study was conducted in a one-group pretest-posttest experimental design. The study group consisted of 16 children aged 48-60 months and attending a pre-school education institution. The study was planned in a one-group experimental design since there was no other equivalent group in terms of the characteristics of the experimental group. The “Personal Information Form” and the “Dimensions of Mastery Questionnaire (DMQ 18) for Preschool Children” were used as data collection tools in the study. In the study, the Social Skills Training Program was implemented to the children for 14 weeks and two days a week. The motivation levels of the children before and after the program were measured by the Wilcoxon signed-ranks test. As a result of the analyses, a significant difference was detected in favor of the post-test between the scores the children obtained before and after the Social Skills Training Program (p&lt;0.05). In the permanence test conducted, it was determined that the effect of the program continued after the program. In other words, it was concluded that there was a significant difference in the motivation levels of the children who took the Social Skills Training Program and the effect of the program was permanent. By considering the contribution of social skills training programs to motivation in pre-school education institutions, their restructuring can be suggested. Awareness training can be provided to families on contributing to the motivation levels of children by supporting their social skills.</p>

Listen -

References

Bacanlı, H. (1999). Sosyal beceri eğitimi. Ankara: Nobel Yayınları.

Berhenke A. L. (2013). Motivation, self-regulation, and learning in preschool. Doctoral thesis. University of Michigan.

Busch-Rossnagel, N. A., Knauf-Jensen, D. E. & DesRosiers, F. S. (1995). Mothers and others: The role of the socializing environment in the development of mastery motivation. (Mac Turk & G. A. Morgan (Eds.), Mastery motivation: Conceptual origins and applications (pp. 117-146). Norwood, NJ: Ablex.

Caldarella, P. & Merrill, K. W.(1997). Common dimensions of social skills of children and adolescents: A taxonomy of positive behaviors. School Psychology Rewiew,26(2) 264–268.

Choi, D. H. & Kim, J. (2003). Practicing social skills training for young children with low peer acceptance: A cognitive-social learning model. Ealry Childhood Education Journal,31(1),41-46.

Cihangir Çankaya, Z. (2009). Özerklik desteği, temel psikolojik ihtiyaçların doyumu ve öznel iyi olma: öz-belirleme kuramı. Türk Psikolojik Danışma ve Rehberlik Dergisi, 4 (31), 23-31.

Çokluk, Ö.; Şekercioğlu, G. & Büyüköztürk, Ş. (2010). Sosyal bilimler için çok değişkenli istatistik. SPSS ve Lisrell uygulamaları. Ankara: Pegem Yayınevi.

Danielson, C. K & Phelps, C. R. (2003). The assesment of children’s social skills through self-report: a potantial sxcreening ınstrument for classroom use. Measurement and Evaluation in Counseling and Development, 35(4),18-29.

Deci, E.L. & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum Press.

Goldberg, M. D. (1994). A developmental investigation of intrinsic motivation: Correlates, causes, and consequences in high ability students. Doctoral dissertation, University of Virginia, Dissertation Abstracts International, 55-04B, 1688.

Ryan, R. & Deci, E. (2000). Self – Determination theory and the facilitation of ıntrinsic motivation, social development and well- being. American Psychologist, 55(1), 68-78.

Dichter-Blancher, T. B., Busch-Rossnagel, N. A. & Knauf-Jensen, D. E. (1997). Mastery motivation: Appropriate tasks for toddlers. Infant Behaviour and Development, 20, 545–548.

Eccles, J. S. & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual Review of Psychology, 53,109–32.

Fox, C. L. & Boultorn, M. J. (2005). The social skills problems of victims of bulliying: self, peer and teacher perceptions. British Journal of Educational Psyhology,75,313–328.

Genç, S. Z. (2005). İlköğretimde sosyal becerilerin gerçekleşme düzeyinin belirlenmesi üzerine bir araştırma. Kastamonu Eğitim Fakültesi Dergisi,13(1), 41-54.

Harter, S.(1978). Effectance motivation reconsi- dered: Toward a developmental model. Human Development, 21, 34-6.

Hunt, J. McV. (1971). Intrinsic motivation in psycho-logical development. In personality theory and ınformation processing, (ed. H. M. Schroeder and P. Suedfeld). New York: Ronald Press.

Gresham, F. M. & Elliott, S. N . (1984). Assessment and classification of children's social skills : A review of methods and ıssues, School Psychology Review, 13, 292-301.

Gottfried, A. E. (1983). Intrinsic motivation in young children. Young Children, 39(1), 64-73.

Hopp, M. A., Horn, C. L.; Mccraw, K. & Meyer, J. (2000). Improvig students abiltyto problem solve through social skills ınstruction. Degree of Master of Arts in Teaching and Leadeship. Saint Xavier Universty&Skylight Professional Development Field Based Master Program. Chicago, Illionis. ED 447 907.

Jamison Kristen R.; Forston, D. & Stanton-Chapman, T. L. (2012).Encouraging social skill development through play in childhood special education classrooms. Young Exceptional Children,15(2), 3-19.

Johns, B. H.; Crowley, E. P. & Guetzloe, E. (2005). The central role of teaching social skills. Focus on Exceptional Children, 37 (8),1–8.

Kapıkıran, N. A, Bora İvrendi, A. &Adak. A. (2005).Okul öncesi çocuklarında sosyal beceri: durum saptaması. Pamukkale Eğitim Fakültesi Dergisi. Sayı.19/3. 1–8.

Karasar, N. (2010). Bilimsel araştırma yöntemleri. Ankara: Nobel Yayınevi.

Kaya, F. Ş., Yıldız, B., & Yıldız, H.(2013). Herzberg in çift faktör kuramı açısından ilköğretim 1.Kademe öğretmenlerinin motivasyon düzeylerinin değerlendirilmesi. Akademik Bakış Uluslararası Hakemli Sosyal Bilimler Dergisi, (39), 1-18.

Koyuncu, K. (2016). Okul öncesi eğitimi öğretmen adaylarının akademik içsel motivasyonlarının çeşitli değişkenler açısından incelenmesi. Çanakkale On sekiz Mart Üniversitesi Eğitim Bilimleri Enstitüsü, Çanakkale.

Kozanoğlu, T.(2006). Utangaçlıkla baş edebilme sosyal beceri eğitimi programının ergenlerin utangaçlık düzeylerine etkisi. Yayımlanmamış Yüksek Lisans Tezi. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Eğitim Bilimleri Ana Bilim Dalı, Adana.
Lee, J. A. (2014). The development of mastery motıvatıon ın young chıldren. michigan state university human development and family studies. Doctor of Philosophy. Michigan State University.

Marlowe, H. A, Jr. (1986). Social ıntelligene: evidence for multidimensionality and construct ındependence. Journal of Educational Psychology, 78, 52-58.

McArthur, J. R. (2002). The why, what, and how of teaching children social skills. The Social Studies, July/August,183-185.

Messer, D. (Ed.). (1993). Mastery motivation. London: Routledge.

McClellan, D. E. and Katz, L. G. (2001). Assesing young children’s competence. Eric Identifier:ED450

Mischel, T. (1971). Piaget: cognitive conflict and the motivation of thought, cognitive devel-opment and epistemology (ed. T. Mischel). New York: Academic Press,

Morgan, G. A.; Maslin-Cole, C.; Harmon, R. J.; Busch-Rossnage, N. A. & Jennings, K. D. & Hauser-Cram,P. & Brocckman L. (2016) .Parent and teacher perceptions of young children’s master motivation.Mastery motivation in early childhood: Development, measurement and social processes (Messer,D.ed),Roudledge.

Morgan, G. A., Harmon, R. J., & Maslin-Cole, C. A. (1990). Mastery motivation: definition and measurement. Early Education and Development, 1, 318-339.

Morgan, G. A., Yang, R. K., Griego, O. V., Barrett, K. C., & Harmon, R. J. (1998). Mastery motivation in preschool children: Relations to aggression and hyperactivity. Presented at the American Educational Research Association Conference, Chicago (ERIC Document Reproduction Service No. ED 422-107).

Neslitürk, S, Deniz, M. (2014). Sosyal beceri geliştirme sistemi aile formu'nun türk kültürüne uyarlanması: Güvenirlik ve geçerlik çalışması. Mustafa Kemal Üniversitesi Sosyal Bilimler Enstitüsü Dergisi,11(26), 139-149.

Oden, S. (1987). The development of social in children. ERIC Identifier:ED281610.

Özbey (2018a). Okul öncesi dönem çocuklarının ahlaki değer davranışları ile motivasyon düzeyleri arasındaki ilişkinin incelenmesi. Uluslararası Eğitim Bilimleri Dergisi, 5(16), 1-15. DOI: 10.16991/INESJOURNAL.156.

Özbey, S. (2018b). Okul öncesi dönem çocuklarında motivasyon ve öz düzenleme becerileri üzerine bir inceleme. Akademik Sosyal Araştırmalar Dergisi, 6 (65), 26-47.

Özbey, S. & Dağlıoğlu, E. (2017). Adaptation study of the motivation scale for the preschool children (DMQ18). International Journal of Academic Research. 4 2 (1), 1-14

Özbey, S. (2009). Anaokulu ve anasınıfı davranış ölçeği’nin (PKBS–2) geçerlik güvenirlik çalışması ve destekleyici eğitim programının etkisinin incelenmesi. Yayımlanmamış Doktora Tezi. Gazi Üniversitesi Eğitim Bilimleri Enstitüsü Çocuk Gelişimi ve Eğitimi Ana Bilim Dalı Okul Öncesi Eğitimi Bilim Dalı, Ankara.

Rigby, K. (1998). Bullying in schools and what to do about it? Markham, Ont. : Pembroke Pub.

Rigby, K.; Simith, P. K. & Pepler, D.(2004).Working prevent school bulliying key ıssues. bullying in schools: How successful can ınterventions be? (ed. Peter Smith; Ken Rigby; Debra Pepler, pp.1–13). Publisher: Cambridge University Press.

Smith, Peter K. & Sharp, S. (1994). School bullying: ınsights and perspectives. Publisher: Taylor & Francis, Inc.

Schermelleh-Engel, K., Moosbrugger, H., & Müller, H. (2003). Evaluating the fit of structural equation models: tests of significance and descriptive goodness-of-fit measures. Methods of Psychological Research, 8(2), 23-74.

Uyanık Balat, G. (2004). Çocuklar ve değerler eğitimi. Çoluk Çocuk Dergisi,45,18–20.

Uyanık Balat, G. (2007). Değerler eğitimi ve değerler eğitimi programları. Okul öncesi dönemde güncel konular (eds: Ayla Oktay&Özgül Polat Unutkan). (s.197-209). İstanbul: Morpa Kültür Yayınları.

Uyanık Balat, G. & Balaban Dagal, A. (2007). Okul öncesi dönemde değerler eğitimi etkinlikleri. Ankara: Kök Yayıncılık.

White, R. W. (1959). Motivation reconsidered: The concept of competence. Psychological Bulletin, 66,297-33.

Wang, J. & Barrett, K. C. (2013). Mastery motivation and self-regulation during early childhood. (K. C. Barrett, N. A. Fox, G. A. Morgan & L. A. Daunhauer (Eds.), Handbook of SelfRegulatory Processes in Development: New Directions and International Perspectives (pp. 337). New York: Psychology Press.

Warger, C. &Rutherford, R. (1993). Preventing School Failure: Alternative Education for Children and Youth. 37(4) 21-27.

Wentzel, K. R. (1998). Social relationship and motivation in middle school: the role of parents,teachers and peers.Journal of Educational Pshychology,90 (2),202-209.

Keywords

Social skills, preschool education, child, motivaton.

Affiliations

Saide Özbey

Gazi University

Mehlika Köyceğiz

Gazi University

Downloads

Download data is not yet available.

How to Cite

Özbey, S., & Köyceğiz, M. (2019). Investigation of the Effect of Social Skills Training on the Motivation Levels of Preschool Children. International Electronic Journal of Elementary Education, 11(5), 477–486. Retrieved from https://iejee.com/index.php/IEJEE/article/view/769