学龄前60 ~ 72月龄儿童共情水平、自我认知与游戏互动的关系

Hazal ERSAL, Erhan ALABAY
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引用次数: 0

摘要

摘要本研究旨在探讨学龄前儿童共情水平、自我知觉与同伴互动游戏技能之间的关系。本研究采用定量研究设计,特别采用相关调查模型。在土耳其伊斯坦布尔乌斯库达尔区的教育机构上学的128名儿童被纳入了这项研究。研究对象采用方便抽样法进行选择。本研究使用的数据收集工具为“人口统计信息表”、“儿童共情量表”、“普渡学前儿童自我概念量表”和“宾大互动同伴-游戏量表-教师量表”。研究结果显示,儿童的同理心技能水平与游戏互动之间存在适度的正相关。此外,共情技能水平与游戏脱离之间存在适度的负相关。此外,作为自我感知量表组成部分之一的母亲接受子维度与游戏互动呈正相关,而与游戏干扰和脱离相关的得分呈负相关。然而,自我感知量表的其他子维度,即社交、学术和身体能力与游戏技能之间没有发现显著的关系。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Empathy Levels, Self-Perceptions, and Play Interactions of Children Aged 60-72 Months in the Preschool Period
The aim of this study is to investigate the relationship between empathy levels, self-perceptions, and interactive play skills with peers in children during the preschool period. The study utilized a quantitative research design, specifically employing a correlational survey model. A total of 128 children attending educational institutions in the Uskudar district of Istanbul, Turkey, were included in the study. The participants were selected using the convenience sampling method. The data collection instruments used in the study were the "Demographic Information Form," "Empathy Scale for Children," "Purdue Self-Concept Scale for Preschool Children," and the " Penn Interactive Peer- Playing Scale-Teacher Form". The study's results revealed a moderate positive correlation between children's empathy skill levels and play interactions. Additionally, a moderate negative correlation was found between empathy skill levels and disengagement from play. Furthermore, a positive correlation was observed between the sub-dimension of maternal acceptance, which is one of the components of the self-perception scale, and play interactions, while a negative correlation was identified between scores related to play disruption and disengagement. However, no significant relationship was found between the other sub-dimensions of the self-perception scale, namely social, academic, and physical competence, and play skills.
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