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Smooth transition and adjustment of primary school

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  1. Tez No: 799814
  2. Yazar: ASLINUR DODURGALI
  3. Danışmanlar: DR. SARAH KUPPEN
  4. Tez Türü: Yüksek Lisans
  5. Konular: Psikoloji, Psychology
  6. Anahtar Kelimeler: Belirtilmemiş.
  7. Yıl: 2019
  8. Dil: İngilizce
  9. Üniversite: Anglia Ruskin University
  10. Enstitü: Yurtdışı Enstitü
  11. Ana Bilim Dalı: Belirtilmemiş.
  12. Bilim Dalı: Belirtilmemiş.
  13. Sayfa Sayısı: 50

Özet

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Özet (Çeviri)

As the quality of the transition to the first grade has significant effects on children's future cognitive, social and behavioral development (Ramey & Ramey, 2004), it is crucial to determine the factors facilitating this period. This study aims to examine how the age of school entry, preschool education, teacher-child relationship and peer relationship affect the transition process. The data were gathered from two primary schools in Istanbul, a total of 10 teachers filled out questionnaires for 40 first grade children. Following this, the data were analysed by using T-test, a Man Whitney U, a one-way MANOVA, Kruskal Wallis and Multiple Regression tests. The findings displayed that older children and children whose parents completed higher education are more ready for the formal school compared to their peers. However, surprisingly, the results showed that preschool education does not have a significant effect on children's school adjustment and school readiness score. Besides, there was a statistically significant correlation between teacher-child relationship and children's school readiness and adjustment scores, and between peer relationship and school adjustment score. Finally, further analysis has displayed that the teacher-child relationship and parent education variables are the significant predictors of the school readiness, and the teacher-child relationship variable is the significant predictor of the school adjustment.

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