Comparison of subjective well-being increasing strategies that Turkish and Swedish mothers use for their children
DOI:
https://doi.org/10.37134/saecj.vol10.2.7.2021Keywords:
child, culture, parent, subjective well-being ıncreasing strategiesAbstract
Education life begins in the family and parents are the first teachers of the children. Parenting attitudes are influenced by various variables like the parents' cultural characteristics. In this study, a comparison was made on subjective well-being increasing strategies used by Turkish-Swedish mothers for their children. It was aimed to examine the levels of subjective well-being increasing strategies implemented by Turkish and Swedish mothers for their children, to analyze the differences in terms of two subsamples, and to determine the determinants of the levels of subjective well-being increasing strategies implemented for children in the subsample and the total sample. The research was carried out using a quantitative descriptive scanning method and criterion sampling method. The sample of the study consists of 100 Turkish and 100 Swedish mothers who have children between the ages of 1 to 5. In this study, the scale named ‘Subjective Well-Being Increasing Strategies Scale for Children (1-5 Ages)’ developed by Eryılmaz and Sapsağlam (2018) was used. The collection of the data is placed in two stages. The Swedish version of the scale was first implemented for Swedish mothers. For this, the Turkish version was first translated into English and then into Swedish for mothers. As a result of the findings, significant data were concluded that Turkish mothers implemented higher level subjective well-being increasing strategies for their children. When the average values were examined, it was concluded that mothers who did not work implemented higher level subjective well-being increasing strategies for their children than working mothers. Besides this, the mothers who have high school and lower level implemented higher level subjective well-being increasing strategies for their children. In line with the results of the research, it can be said that culture is effective in the well-being of increasing strategies that mothers use for their children.
Downloads
References
Aydoğdu, F., & Dilekmen, M. (2016). The evaluation of parents' attitudes in terms of different variables. Journal of Bayburt Education Faculty, 11(2), 569-585.
Bakhla, A. K., Sinha, P., Sharan, R., Chaudhury, S., Verma, V., & Binay, Y. (2013). Anxiety in school students: Role of parenting and gender. Industrial Psychiatry Journal, 22(2), 131-137.
Bassam, E., Trost, K., & Sundell, K. (2015). An explorative study on parenting in Sweden: Is there a Swedish style? International Psychology Bulletin, 19(3), 30-37.
Belsky, J. (1984). The determinants of parenting: A process model. Child Development, 55(1), 83-96.
Ben-Zur, H. (2003). Happy adolescents: The link between subjective well-being, ınternal resources, and parental factors. Journal of Youth and Adolescence, 32(2), 67–79.
Bradshaw, J, Goswami, H., Keung, A., & Rees, G. (2011). Children's subjective well-being: International comparative perspectives. Children and Youth Services Review, 33(4), 548–556.
Bredekamp, S. (2015). Effective practices in early childhood education. (2nd edition) (trans. ed.: Hatice Zeynep İnan, Taşkın İnan). Nobel Publishing.
Clair, A. (2012). The relationship between parent’s subjective well-being and the life satisfaction of their children in Britain. Child Indicators Research, (5), 631–650.
Çalışkan Sarı, A., & Şahin Acar, B. (2018). The role of mothers' parenting attitudes and child's perceived parenting attitudes on children's emotion recognition. Nesne Psychology Journal (NPD), 6(12), 27-50.
Dahlan, T. H. (2016). Mindful parenting program ın ımproving parenting skills of orphanage caregivers At Rumbela Muthmainnah-Bandung. International Journal of Early Childhood Education Care, 5, 57-64.
Dam, H. (2008). The family factor on the student’s success of school. Hitit University Faculty of Theology Journal, 7(14), 75-99.
Desforges, C., & Abouchaar, A. (2003). The ımpact of parental ınvolvement, parental support and family education on pupil achievement and adjustment: A literature review. Quenn’s Printer.
Diener, E. (1984). Subjective well-being. Psychological Bulletin, 95(3), 542-575.
Diener, E. (2000). Subjective well-being: The science of happiness and a proposal for a national Index. American Psychologist, 55(1), 34-43.
Diener, E., & Myers, D. G. (1995). Who ıs happy?. Psychological Scienc,. 6(1), 10-19.
Demircioğlu, H., & Pektaş, D. (2017). Parental Attitudes Of Turkish Mothers Who Are Living In Germany. The Journal of International Social. 10(54), 150-157.
Dornbusch, S. M., Ritter, P. L., Leiderman, P. H., Roberts, D. F., & Fraleigh, M. J. (1987). The relation of parenting style to adolescent school performance. Child Development, 58(5), 1244-1257.
Düzgün, Ş. (2006). Eğitim sürecinde ana-babaların çocuklarına olan etkileri. Atatürk University Institute of Social Sciences Journal, 8(2), 225-238.
Erdoğan, İ., & Alemdar, K. (2010). Öteki Kuram: Kitle İletişim Kuram ve Araştırmalarının Tarihsel ve Eleştirel Bir Değerlendirmesi. (3rd edition). Erk Publications.
Eryılmaz, A. (2009). Developing an adolescent subjective well being scale. Türk Eğitim Bilimleri Dergisi, 7(4), 975-989.
Eryılmaz, A., & Sapsağlam, Ö. (2018). Development of subjective well-being ıncreasing strategies scale for children (1-5 ages) their mothers use. Journal of Education and Training Studies, 6(6), 77-83.
Fleeson, W., Malanos, A. B., & Achille, N. M. (2002). An intraindividual process approach to the relationship between extraversion and positive affect: Is acting extraverted as "good" as being extraverted? Journal of Personality and Social Psychology, 83(6), 1409–1422.
Floyd, K. (2006). Communication affection: Interpersonal behavior and social context. Cambridge University Press.
Gonzalez, A., Greenwood, G., & Wenhsu, J. (2001). Undergraduate students’ goal orientations and their relationship to perceived parenting styles. College Student Journal, 35(2), 182-192.
Hays, A., Kranstuber Horstman, H., & Maliski, R. (2016). Parent–child ınteraction. Communication: Oxford Research Encyclopedias. Columbia: University of Missouri DOI: 10.1093/acrefore/9780190228613.01 3.278.
Jutengren, G., & Palmerus, K. (2002). A comparison of Swedish and US Fathers’ self-reported use of parental discipline. Children & Society, 16(4), 246–259.
Karakaya, İ. (2014). Bilimsel Araştırma Yöntemleri. In Bilimsel Araştırma Yöntemleri. (4th edition). (ed. A. Tanrıöğen). Anı Publishing.
Koenig Kellas, J., & Kranstuber Horstman, H. (2015). Communicated narrative sensemaking: Understanding family narratives, storytelling, and the construction of meaning through a communicative lens. In The Sage handbook of family communication (ed. L. H. Turner & R. West). (pp. 76–90). Sage Publications.
Köker, S. (1991). Normal ve Sorunlu Ergenlerin Yaşam Doyumu Düzeyinin Karşılaştırılması. (Master Thesis). Ankara University Institute of Social Sciences, Ankara.
Kul Parlak, N. (2016). Avrupa Birliği’nde İş-Yaşam Dengesine Yönelik Uyumlaştırma Politikaları: Ebeveyn İzni. Bilgi Sosyal Bilimler Dergisi, 32(1), 56-91.
Marshall, C., & Rossman, G. B. (2014). Designing qualitative research. Sage.
MEGEP (Mesleki Eğitim ve Öğretim Sisteminin Güçlendirilmesi Projesi) (2011). Erken Çocukluk Eğitiminde Temel İlkeler. http://www.megep.meb.gov.tr/mteprogram_modul/moduller_pdf/Erken%20%C3%87ocukluk%20E%C4%9Fitiminde%20Temel%20%C4%B0lkeler.pdf
Moore, A., & Crisp, R. (1996). Welfarism in moral theory. Australasian Journal of Philosophy, 74(4), 598–613.
Möller, E. L., Majdandžić, M., & Bögels, S. M. (2014). Parental anxiety, parenting behavior, and infant anxiety: Differential associations for fathers and mothers. Journal of Child and Family Studies, 24(9), 2626–2637. https://doi.org/10.1007/s10826-014-0065-7.
Muris, P., Steerneman, P., Merckelbach, H., & Meester, C. (1996). The role of parental fearfulness and modeling in children's fear. Behaviour Reserarch Therapy, 34(3), 265-268.
Okur Akçay, N. & Akçay, A. (2020). Comparison of conceptual knowledge levels of students who took and did not take preschool education: Example Of earth, sun, and moon. Southeast Asia Early Childhood Journal, 9(2), 58-72.
Olivari, M. G., Hertfelt Wahn, E., Maridaki Kassotaki, K., Antonopoulou, K., & Confalonieri, E. (2015). Adolescent perceptions of parenting styles in Sweden, Italy and Greece: An exploratory study. Europe’s Journal of Psychology, 11(2), 244–258.
Özyürek, A., & Tezel Şahin, F. (2008). Examining Of the effects to child raising attitudes of demographic characteristics of parents that have 5-6 years children group. Türk Eğitim Bilimleri Enstitüsü, 6(3), 395-414.
Özyürek, A., Çetin, A., Ergün, Ş., Evirgen, N., & Yıldırım, R. (2016). Analysis Of the child-parent ınteraction ın different cultures according to teachers viewpoint. The Journal of International Social Research, 9(43), 1477-1484.
Polat, S. (2010). Thought disorder in patients with schizophrenia and their unaffected siblings and relations with family functions. (Master thesis). Dokuz Eylul University Faculty of Medicine, İzmir.
Preedy, P., & Sanderson, K. (2016). Supporting Parents of preschool children to develop strategies for schema-based play activities to enhance attachment and well-being: A preliminary study in the United Arab Emirates. FIRE: Forum for International Research in Education, 3(2), 25-40.
Uçur, Z. E. (2005). The effect of the different family behaviors to the cognitive performance levels of the five years old preschool children. (Master Thesis). Maltepe University Institute of Social Sciences, İstanbul.
UNESCO (United Nations Educational, Scientific and Cultural Organization) (2018). Early childhood care and education. https://en.unesco.org/themes/early-childhood-care-and-education.
Waite, P., & Creswell, C. (2015). Observing interactions between children and adolescents and their parents: The effects of anxiety disorder and age. Journal of Abnormal Child Psychology, 43(6), 1079–1091. https://doi.org/10.1007/s10802-015-0005-z.
Weisner, T. S. (2002). Ecocultural understanding of children's developmental pathways. Human Development, 45(4), 275-281.
Yapıcı, Ş. (2010). Relationship between family and education ın the Turkish society. Turkish Studies International Periodical For the Languages, Literature and History of Turkish or Turkic, 5(4), 1544-1570.
Yavuzer, H. (2001). Çocuk psikolojisi. 21st edition. Remzi Publication.
Yetim, Ü. (2001). Toplumdan bireye mutluluk resimleri. (1st edition). Context Publications.
Zakaria, M. Z., Yunus, F., & Mohamed, S. (2021). Drawing activities enhance preschoolers socio emotional development. Southeast Asia Early Childhood Journal, 10(1),18-27. https://doi.org/10.37134/saecj.vol10.1.2.2021.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Kübra Baltacı, Özkan Sapsağlam
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
