International Association of Educators   |  ISSN: 1949-4270   |  e-ISSN: 1949-4289

Original article | Educational Policy Analysis and Strategic Research 2023, Vol. 18(4) 62-81

The Effect of Family-centered "I Recognize My Emotions Asynchronous Activity Series" on Children's Emotion Regulation Skills

Volkan Kanburoğlu, Esin Dibek, Asude BALABAN DAĞAL & Ozana Ural

pp. 62 - 81   |  DOI: https://doi.org/10.29329/epasr.2023.631.3   |  Manu. Number: MANU-2311-09-0002.R1

Published online: December 30, 2023  |   Number of Views: 22  |  Number of Download: 51


Abstract

The main purpose of this study is to evaluate the effectiveness of emotion-related video activities in the "Family-Centered I Recognize My Emotions Asynchronous Activity Series" which is prepared for children on children's emotion regulation skills. Within the framework of this main purpose, differences in children's emotion regulation skill levels were determined according to the demographic data obtained both from the whole group and from the experimental group of children included in the pre and post-tests. At the beginning of the study, 103 children participated in the research. However only 25 children were able to complete the study. In this study, the four-point Likert type "Emotion Regulation Skills" scale consisting of 24 items, adapted to Turkish by Batum and Yağmurlu in 2007, was used. It was conducted as quasi-experimental research in a single-group pretest-posttest model. In the part of the research conducted with 103 children, it was found out that the children of mothers with postgraduate education degree had higher emotional regulation skill levels than those of mothers with undergraduate education degree. It has been revealed that children whose mothers were employed have higher emotional regulation skills than children whose mothers do not work. In addition, as a result of the series of asynchronous video-based activities given to the children in the second part of the study, it was observed that the children's post-test results increased significantly in terms of emotion regulation skill scores.

Keywords: Technology, asynchronous education, video-based education, preschool, emotional regulation skills.


How to Cite this Article?

APA 6th edition
Kanburoglu, V., Dibek, E., DAGAL, A.B. & Ural, O. (2023). The Effect of Family-centered "I Recognize My Emotions Asynchronous Activity Series" on Children's Emotion Regulation Skills . Educational Policy Analysis and Strategic Research, 18(4), 62-81. doi: 10.29329/epasr.2023.631.3

Harvard
Kanburoglu, V., Dibek, E., DAGAL, A. and Ural, O. (2023). The Effect of Family-centered "I Recognize My Emotions Asynchronous Activity Series" on Children's Emotion Regulation Skills . Educational Policy Analysis and Strategic Research, 18(4), pp. 62-81.

Chicago 16th edition
Kanburoglu, Volkan, Esin Dibek, Asude BALABAN DAGAL and Ozana Ural (2023). "The Effect of Family-centered "I Recognize My Emotions Asynchronous Activity Series" on Children's Emotion Regulation Skills ". Educational Policy Analysis and Strategic Research 18 (4):62-81. doi:10.29329/epasr.2023.631.3.

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