Examining the Efficacy of Psycho-Educational Program for Mothers on Mothers' Perception of Child Education Competence

Esra Teke; Umay Bilge Baltacı; Selahattin Avşaroğlu

Makale detayları

Examining the Efficacy of Psycho-Educational Program for Mothers on Mothers' Perception of Child Education Competence

Yazarlar:

Esra Teke | Umay Bilge Baltacı | Selahattin Avşaroğlu

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.26 Issue 4, pp.579-592

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001336250

pISSN:

2148-7758

Anahtar kelimeler:

Özet:

 Though parental efficacy is emphasized in much admirable research, very few social programs have been assessed. Parenting is a potential protective or risk factor for the development of the child and predicts outcomes related to the childs developmental processes. In this study, the effect of a psychoeducation program on the childhood education efficacy perceptions of mothers was examined. The study is a quasi-experimental design with a pre-test and post-test control group. 20 mothers with primary school children residing in Turkey, 10 in the experimental group and 10 in the control group, participated in the research. Each mother in the experiment group completed a psychoeducation program comprising 10 sessions lasting 50 minutes. Prior to the psycho-education, it was determined that there was no significant difference between the scores of the experimental and control groups obtained from the Child Education Efficiency Scale CEES as well as the Bringing Responsibility, Communication-Interaction, Knowing the Child, Developing the Child, and Guiding the Child subscales. The result of the research revealed that the experimental group had significantly higher scores for the Child Education Efficiency Scale and all subscales after receiving psychoeducation compared to before the training. On the other hand, there was no significant difference between the scores of the control group from the CEES or any subscales before and after psychoeducation. In addition, after psychoeducation, the scores of the experimental group were significantly higher for the CEES and Bringing Responsibility, Communication-Interaction, and Developing the Child subscales compared to the control group. There was no significant difference in the Guiding the Child, Knowing the Child subscales. The results indicate that the efficacy levels of mothers can be increased and explain the probable mechanisms that may affect efficacy.

 Though parental efficacy is emphasized in much admirable research, very few social programs have been assessed. Parenting is a potential protective or risk factor for the development of the child and predicts outcomes related to the childs developmental processes. In this study, the effect of a psychoeducation program on the childhood education efficacy perceptions of mothers was examined. The study is a quasi-experimental design with a pre-test and post-test control group. 20 mothers with primary school children residing in Turkey, 10 in the experimental group and 10 in the control group, participated in the research. Each mother in the experiment group completed a psychoeducation program comprising 10 sessions lasting 50 minutes. Prior to the psycho-education, it was determined that there was no significant difference between the scores of the experimental and control groups obtained from the Child Education Efficiency Scale CEES as well as the Bringing Responsibility, Communication-Interaction, Knowing the Child, Developing the Child, and Guiding the Child subscales. The result of the research revealed that the experimental group had significantly higher scores for the Child Education Efficiency Scale and all subscales after receiving psychoeducation compared to before the training. On the other hand, there was no significant difference between the scores of the control group from the CEES or any subscales before and after psychoeducation. In addition, after psychoeducation, the scores of the experimental group were significantly higher for the CEES and Bringing Responsibility, Communication-Interaction, and Developing the Child subscales compared to the control group. There was no significant difference in the Guiding the Child, Knowing the Child subscales. The results indicate that the efficacy levels of mothers can be increased and explain the probable mechanisms that may affect efficacy.

 Though parental efficacy is emphasized in much admirable research, very few social programs have been assessed. Parenting is a potential protective or risk factor for the development of the child and predicts outcomes related to the childs developmental processes. In this study, the effect of a psychoeducation program on the childhood education efficacy perceptions of mothers was examined. The study is a quasi-experimental design with a pre-test and post-test control group. 20 mothers with primary school children residing in Turkey, 10 in the experimental group and 10 in the control group, participated in the research. Each mother in the experiment group completed a psychoeducation program comprising 10 sessions lasting 50 minutes. Prior to the psycho-education, it was determined that there was no significant difference between the scores of the experimental and control groups obtained from the Child Education Efficiency Scale CEES as well as the Bringing Responsibility, Communication-Interaction, Knowing the Child, Developing the Child, and Guiding the Child subscales. The result of the research revealed that the experimental group had significantly higher scores for the Child Education Efficiency Scale and all subscales after receiving psychoeducation compared to before the training. On the other hand, there was no significant difference between the scores of the control group from the CEES or any subscales before and after psychoeducation. In addition, after psychoeducation, the scores of the experimental group were significantly higher for the CEES and Bringing Responsibility, Communication-Interaction, and Developing the Child subscales compared to the control group. There was no significant difference in the Guiding the Child, Knowing the Child subscales. The results indicate that the efficacy levels of mothers can be increased and explain the probable mechanisms that may affect efficacy.

 Ebeveyn yeterliğini takdir araştırmalarla vurgulanan bir olgu olsa da bu konuda az sayıda topluluk programı değerlendirilmiştir. Oysa ebeveynlik, çocuğun gelişiminde önemli bir faktördür ve çocukların gelişimsel süreçleriyle ilgili sonuçları öngörmektedir. Bu araştırmada annelere yönelik psiko-eğitim programının, annelerin çocuk eğitimi yeterlilik algısına etkisi incelenmiştir. Bu kapsamda gerçekleştirilen çalışmada ön-test son-test kontrol gruplu yarı deneysel desen kullanılmıştır. Araştırmaya deney grubunda 10, kontrol grubunda 10 olmak üzere Türkiyede ikamet eden, ilkokul çocuğuna sahip 20 anne katılmıştır. Deney grubundaki annelere her biri 50 dakika süren 10 oturumdan oluşan psiko-eğitim programı uygulanmıştır. Psiko-eğitim çalışmasından önce deney ve kontrol grubunun Çocuk Eğitimi Yeterliği Ölçeği ÇEYÖ ve ölçeğin sorumluluk kazandırma, iletişim-etkileşim, çocuğu tanıma, çocuğu geliştirme ve çocuğu yönlendirme alt boyutlarından aldıkları puanlar arasında anlamlı bir farklılık olmadığı saptanmıştır. Araştırma sonucunda deney grubunun psiko-eğitimden sonra aldıkları ÇEYÖ ve ölçeğin alt boyut puanlarının tamamı, psiko-eğitimden önce aldıkları puanlara göre anlamlı düzeyde yüksek bulunmuştur. Kontrol grubunun ise psiko-eğitimden önce ve sonra ÇEYÖ ve sorumluluk kazandırma, iletişim-etkileşim, çocuğu tanıma, çocuğu geliştirme, çocuğu yönlendirme alt boyutlarından aldıkları puanlar arasında anlamlı bir farklılık olmadığı saptanmıştır. Ek olarak psiko-eğitimden sonra deney grubunun kontrol grubuna göre ÇEYÖ ve sorumluluk kazandırma, iletişim-etkileşim, çocuğu geliştirme alt boyutlarından aldıkları puanların anlamlı düzeyde daha yüksek olduğu, çocuğu yönlendirme, çocuğu tanıma alt boyutlarında ise anlamlı bir farklılığın olmadığı saptanmıştır. Çalışmanın sonuçları, annelerin yeterlik düzeylerinin arttırılabileceğini ortaya koymakta ve yeterlik üzerinde etkili olabilecek muhtemel mekanizmaları açıklamaktadır.

Makale detayları

Examining the Efficacy of Psycho-Educational Program for Mothers on Mothers' Perception of Child Education Competence

Yazarlar:

Esra Teke | Umay Bilge Baltacı | Selahattin Avşaroğlu

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.26 Issue 4, pp.579-592

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001336250

pISSN:

2148-7758

Maternal education

psychoeducation

perception of efficacy

self-efficacy

experimental studyAnne eğitimi

psiko-eğitim

yeterlik algısı

özyeterlik

deneysel çalışma

Sayı

Makale detayları

Yazarlar: Esra Teke | Umay Bilge Baltacı | Selahattin Avşaroğlu

Yayıncı: Erzincan Binali Yildirim University

Ana Başlıklar: Okul Psikolojik Danışmanlığı

Dergi: Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.26 Issue 4, pp.579-592

Belge Tipi: Makale

Yayın Tarihi: 12/2024

Belge Dili: İngilizce

Document ID (Org No.): 2001336250

pISSN: 2148-7758

Sayı

Yazarlar:

Esra Teke | Umay Bilge Baltacı | Selahattin Avşaroğlu

Yayıncı:

Erzincan Binali Yildirim University

Ana Başlıklar:

Okul Psikolojik Danışmanlığı

Dergi:

Erzincan Üniversitesi Eğitim Fakültesi Dergisi Vol.26 Issue 4, pp.579-592

Belge Tipi:

Makale

Yayın Tarihi:

12/2024

Belge Dili:

İngilizce

Document ID (Org No.):

2001336250

pISSN:

2148-7758