Publication: Okulöncesi eğitime devam eden çocuğu olan ebeveynlerin sosyal medya kullanımları, benlik kurguları ve ebeveynlik stilleri arasındaki ilişkiler
Abstract
Bu araştırmada okulöncesi eğitime devam eden çocuğu olan ebeveynlerin, sosyal medya kullanımları, benlik kurguları ve ebeveynlik stilleri arasındaki ilişkilerin ortaya konması hedeflenmektedir. Bu doğrultuda ebeveynlere ait bu değişkenlerin araştırmanın bağımsız değişkenlerine (cinsiyet, yaş, gelir durumu, eğitim durumu, meslek durumu, çocuk sayısı, sosyal medyanın ne kadar zamandır kullandıldığı, sosyal medya sayısı, öznel ebeveynlik tutumu) göre farklılaşıp farklılaşmadığı; aralarındaki ilişkiler ve sosyal medya kullanımı ile benlik kurgusunun ebeveynlik stillerini yordama düzeyi incelenmiştir. Günümüzde artan kullanımlarla beraber yetişkin gurubunda yer alan ebeveynlerin de sosyal medya kullanımına dahil olduğu görülmektedir. Ebeveynliklerini uygularken sosyal medya kullanımından ne şekilde etkilendiklerinin anlaşılması için kullanım düzeyinin etkisini anlamak önemlidir. Ancak bu sırada temel bir kavram olan benlik kurguları da göz ardı edilmemelidir. Bu nedenle bu üç değişkenin bir arada incelenmesi önemlidir.İlişkisel tarama modelinde tasarlanan araştırmanın çalışma grubu Hatay ili Defne ilçesinde yaşayan 2019-2020 eğitim öğretim yılında en az bir çocuğu okulöncesi eğitime devam eden, en az bir sosyal medya hesabı bulunan 493 bireyden (280 kadın, 213 erkek) oluşmaktadır. Verilerin toplanması için araştırmacı tarafından hazırlanan ‘Kişisel Bilgi Formu’, sosyal medya kullanımlarını ölçmek amacıyla Akın, Özbay ve Baykut (2015) tarafından kültürümüze uyarlanan ‘Sosyal Medya Kullanımı Ölçeği’, benlik kurgularının ölçülmesi amacıyla Ercan (2011) tarafından uyarlanan ‘İlişkisel-Bireyci-Toplulukçu Benlik Ölçeği’ ve ebeveynlik stillerinin ölçülmesi amacıyla Karababa (2019) tarafından uyarlanan ‘Çok Boyutlu Ebeveynlik Stillerini Değerlendirme Ölçeği (Ebeveyn Formu)’ kullanılmıştır. Verilerin analiz edilmesinde SPSS 21.0 istatistik kullanılmış olup, betimsel analizler, bağımsız gruplar T testi, tek yönlü varyans analizi (ANOVA), post-hoc analizlerinden Tamphane T2 Testi ile Sheffe Testi, Pearson Çarpım Moment Korelasyon analizi ve aşamalı çoklu regresyon analizleri yapılmıştır.Araştırma sonucunda sosyal medya kullanımının eğitim durumu, ne zamandır sosyal medya kullanıldığı, sosyal medya hesap sayısı ve öznel ebeveynlik tutumuna göre farklılaştığı; benlik kurgusunun sosyal medya hesap sayısına göre farklılaştığı; ebeveynlik stilinin cinsiyete, yaşa, sosyal medya hesap sayısına ve öznel ebeveynlik tutumuna göre farklılaştığı bulunmuştur. Sosyal medya kullanımı ile ebeveynlik stilleri alt boyutlarından olumsuz ebeveynlik (p<.01) ile pozitif yönde anlamlı; benlik kurgusu alt boyutlarından ilişkisel benlik kurgusu ile olumsuz ebeveynlik arasında negatif yönde anlamlı; benlik kurgusu alt boyutlarının tümü ile (ilişkisel-bireyci-toplulukçu) olumlu ebeveynlik arasında pozitif yönde anlamlı ilişki (p<.01) keşfedilmiştir. Sosyal medya kullanımı ile ilişkisel benliğin olumsuz ebeveynliğin anlamlı yordayıcıları olduğu; bireyci ve ilişkisel benlik kurgularının da olumlu ebeveynliğin anlamlı yordayıcıları olduğu bulunmuştur.
In this study, it is aimed to reveal the relationships between the parents of children who continue preschool education, social media uses, self-construals and parenting styles. Accordingly, whether these variables belonging to the parents differ according to the independent variables of the research (gender, age, income status, educational status, occupational status, number of children, how long social media has been used, number of social media, subjective parenting attitude); relationships between them; With the use of social media, the level of predicting the parenting styles of self-constrals was examined. Today, it is seen that the parents in the adult group are also included in the use of social media with the increasing usage. It is important to understand the impact of the level of use to understand how they are affected by the use of social media when implementing their parenting. However, self-construals, which are a basic concept, should not be ignored. Therefore, it is important to examine these three variables together.The study group of the research, which is designed in the relational screening model, consists of 493 individuals (280 women, 213 men) who have at least one child attending preschool education and who have at least one social media account in the 2019-2020 academic year in Hatay/ Defne. ‘Personal Information Form’ prepared by the researcher for data collection, ‘Social Media Use Integration Scale’ adapted to our culture by Akın, Özbay and Baykut (2015), adapted by Ercan (2011) for measuring self-construals ‘Relational, Individual and Collective Self Aspects (RIC) Scale’ and the ‘Multidimensional Assessment of Parenting Scale (MAPS) (Parent Version)’ adapted by Karababa (2019) were used to measure parenting styles. SPSS 21.0 statistics program was used to analyze the data, descriptive analysis, independent groups T test, one-way variance analysis (ANOVA), Pearson Product Moment Correlation analysis, Tamphane T2 test, Sheffe Test from post-hoc analysis and progressive multiple regression analysis were performed.As a result of the research, the use of social media has changed according to the educational status, when social media has been used, the number of social media accounts and subjective parenting attitude; self-construals differs according to the number of social media accounts; it was found that parenting style differs according to gender, age, number of social media accounts and subjective parenting attitude. Positive significant relationship (p<.01) was discovered between negative parenting (one of the sub-dimensions of parenting style) and social media use; negative significant relationship (p<.01) was discovered between relational self (one of the sub-dimensions of self-construct) and negative parenting; positive significant relationship (p <.01) was discovered between all sub-dimensions of self-construct (relational-individual-collective) and positive parenting. Relational self with social media use is a significant predictor of negative parenting; individualistic and relational self-constructs were also found to be significant predictors of positive parenting.
In this study, it is aimed to reveal the relationships between the parents of children who continue preschool education, social media uses, self-construals and parenting styles. Accordingly, whether these variables belonging to the parents differ according to the independent variables of the research (gender, age, income status, educational status, occupational status, number of children, how long social media has been used, number of social media, subjective parenting attitude); relationships between them; With the use of social media, the level of predicting the parenting styles of self-constrals was examined. Today, it is seen that the parents in the adult group are also included in the use of social media with the increasing usage. It is important to understand the impact of the level of use to understand how they are affected by the use of social media when implementing their parenting. However, self-construals, which are a basic concept, should not be ignored. Therefore, it is important to examine these three variables together.The study group of the research, which is designed in the relational screening model, consists of 493 individuals (280 women, 213 men) who have at least one child attending preschool education and who have at least one social media account in the 2019-2020 academic year in Hatay/ Defne. ‘Personal Information Form’ prepared by the researcher for data collection, ‘Social Media Use Integration Scale’ adapted to our culture by Akın, Özbay and Baykut (2015), adapted by Ercan (2011) for measuring self-construals ‘Relational, Individual and Collective Self Aspects (RIC) Scale’ and the ‘Multidimensional Assessment of Parenting Scale (MAPS) (Parent Version)’ adapted by Karababa (2019) were used to measure parenting styles. SPSS 21.0 statistics program was used to analyze the data, descriptive analysis, independent groups T test, one-way variance analysis (ANOVA), Pearson Product Moment Correlation analysis, Tamphane T2 test, Sheffe Test from post-hoc analysis and progressive multiple regression analysis were performed.As a result of the research, the use of social media has changed according to the educational status, when social media has been used, the number of social media accounts and subjective parenting attitude; self-construals differs according to the number of social media accounts; it was found that parenting style differs according to gender, age, number of social media accounts and subjective parenting attitude. Positive significant relationship (p<.01) was discovered between negative parenting (one of the sub-dimensions of parenting style) and social media use; negative significant relationship (p<.01) was discovered between relational self (one of the sub-dimensions of self-construct) and negative parenting; positive significant relationship (p <.01) was discovered between all sub-dimensions of self-construct (relational-individual-collective) and positive parenting. Relational self with social media use is a significant predictor of negative parenting; individualistic and relational self-constructs were also found to be significant predictors of positive parenting.