Browsing by Author "Altundal, Merve Nur"
Now showing 1 - 4 of 4
- Results Per Page
- Sort Options
ArticlePublication Metadata only Can you see me at my worst? A latent Profile analysis of students and teachers’ perceptions of student behavior problems(Springer, 2023-11) Acar, İbrahim Hakkı; Altundal, Merve Nur; Kırbaşoğlu, Mukaddes Kevser; Kırmızıtaş, Melike; Psychology; ACAR, Ibrahim Hakkı; Altundal, Merve Nur; Kırbaşoğlu, Mukaddes Kevser; Kırmızıtaş, MelikeThere is renewed interest in multi-informant and person-centered approaches to comprehending the nature of students’ behavior problems. However, most previous studies utilized single-informant or variable-based approaches. To address this gap, we aspired to identify profiles of student behavior problems, consequently comparing student-reported profiles and teacher-reported profiles. We recruited 904 students (68.3% Males) across ten schools. Students’ age ranged from 9 to 16 years (M = 11.87, SD = 1.21). Teachers and students reported students’ emotional problems, conduct problems, hyperactivity, and peer problems using the Strengths and Difficulties Questionnaire (SDQ; Goodman 2001). Results from latent profile analysis (LPA) supported a 3-profile solution as optimal for student reports (Low Behavior Problem [BP] (67.4%), High BP (17.4%), and Social-Emotional BP (15.1%) and a 4-profile solution for teacher reports (Low BP (34.3%), High BP (13.4%)Social-Emotional BP (15.4%), and Externalizing BP (37%). Results from both LPA and bivariate correlation analyses showed some discrepancies between teachers’ and students’ perceptions. These discrepancies are discussed in the context of a multi-informant approach.Master ThesisPublication Metadata only Preschool children's self-regulation, parental feeding styles and emotional eating behaviors : a short-term longitudinal studyAltundal, Merve Nur; Acar, İbrahim Hakkı; Acar, İbrahim Hakkı; Gürleyik, Duygu Karataş; Uzundağ, B. A.; Department of PsychologyChildren's emotional eating could be driven by their individual characteristics and parenting behaviors. From this perspective, in this study, we tested the child-driven and parent-driven antecedents of emotional eating to understand the underlying mechanisms of emotional eating in children. In detail, we explored the transactional association among parental feeding styles, mealtime technoference, and children's self-regulation in predicting emotional eating during preschool years. We collected data from 231 children at two-time points, the fall and spring semesters. Children's ages ranged between 36 to 76 months (M = 58.49, SD = 9.07) in the fall and aged between 44 to 80 months (M = 65.26, SD = 8.27) in the spring. Parents reported children's eating behaviors, feeding styles, and mealtime technoference in the fall and spring semesters. Researchers measured children's performance-based self-regulation. Cross-lagged path analyses were conducted for a total of six different models. We found a bidirectional relationship between mealtime technoference and children's emotional overeating behaviors but could not find bidirectional relations between parental feeding styles (emotional and control feeding) and children's emotional eating behaviors. However, emotional overeating was predicted by parental emotional feeding and child self-regulation; parental control feeding was predicted by emotional undereating. These results show that emotional eating is an outcome of both child- and parent-driven factors. The results are discussed in detail within the Transactional Human Development Model (THDM) framework.ArticlePublication Metadata only Relations among self-reported maternal stress, smartphone use, and mother–child interactions(Springer, 2022-11) Uzundağ, B. A.; Oranç, C.; Keşşafoğlu, D.; Altundal, Merve NurA growing body of research indicates that parents’ smartphone use is associated with interruptions in parent–child interactions and lower levels of parental responsiveness, which may adversely affect children’s cognitive and socioemotional development. Studies suggest that parent–child interactions are more frequently interrupted by the use of screen-based devices if parents experience more stress specifically resulting from the demands of parenting, yet there are unexamined questions. Is parents’ general daily stress related to technology-based interruptions in parent–child interactions? If so, does parents’ use of mobile technology mediate this relationship? In this first study testing the mediating role of parental use of mobile phones between parental stress and technology-based interruptions in parent–child interactions, we collected data from 604 mothers of children younger than age six with an online survey. Results showed that controlling for child age, family income, mothers’ employment status, household size, and maternal and paternal education, more stressed mothers reported using their mobile phones more problematically (e.g., not being able to resist checking messages), which was linked to more frequent perceived interruptions in the interactions with their children. Our results suggest that using mobile phones may serve as an outlet for stressed parents and is related to disruptions in the flow of parent–child interactions.ReviewPublication Open Access Screen media exposure in early childhood and its relation to children's self-regulation(Wiley-Hindawi, 2022) Uzundağ, B. A.; Altundal, Merve Nur; Keşşafoǧlu, D.; Altundal, Merve NurSelf-regulation, the ability to control thoughts, emotions, and behavior for goal-directed activities, shows rapid development in infancy, toddlerhood, and preschool periods. Early self-regulatory skills predict later academic achievement and socioemotional adjustment. An increasing number of studies suggest that screen media use may have negative effects on children's developing self-regulatory skills. In this systematic review, we summarized and integrated the findings of the studies investigating the relationship between young children's screen media use and their self-regulation. We searched the ERIC, PsycINFO, PubMed, and Web of Science databases and identified 39 relevant articles with 45 studies. We found that screen time in infancy is negatively associated with self-regulation, but findings were more inconsistent for later ages suggesting that screen time does not adequately capture the extent of children's screen media use. The findings further indicated that background TV is negatively related to children's self-regulation, and watching fantastical content seems to have immediate negative effects on children's self-regulatory skills. We suggest that future studies should take the content and context of children's screen media use into account and also focus on parent- and home-related factors such as parental behaviors that foster the development of self-regulatory skills.