Akademik Veri Yönetim Sistemi
Changing Educational Paradigms: New Methods, Directions, and Policies, Sakir Cinkir, Editör, Peter Lang Publishing, Inc., Berlin, ss.331-347, 2020
Abstract: Purpose: Children learn self-regulatory behaviors through interacting with their
social environment. Having limited social environment than their family-raised peers, children
living under social service care (SSC) may lag behind in terms of cognitive self-regulation
(CSR). Given the importance of cognitive aspect of self-regulation through life-span,
it becomes important to identify predictors of CSR to support the development of children
at risk. Thus, current study aimed to examine the possible predictors of CSR during middle
childhood in two different social environment: living under SSC and living with biological
families. Method: After the necessary permissions were granted, 173 children under protection
(living in either group homes or care villages) and their 224 family-raised classmates
filled in the questionnaires about perceived social support (SS). Furthermore, their teachers
filled in the questionnaires regarding their students’ CSR; while main caregivers (caregiver
in the institution or the mother) filled in questionnaires regarding the children’s temperament.
Findings: The proposed regression analyses explained above 40% of the variance in
children’s CSR. Results suggested no significant effect of SS on CSR. However, having high
perceptual sensitivity and being under protection was negatively associated with CSR. Furthermore,
perceptual sensitivity moderated the living condition – CSR link. Implications for
Research and Practice: The findings, limitations, possible implications, and suggestions for
the future studies were discussed. Findings highlighted the importance of adopting a wider
perspective, including both individual and social factors, when attempting to improve CSR
during middle childhood.
Keywords: Cognitive self-regulation, temperament, social support, social service care, middle
childhood