Journal of Current Research on Educational Studies (JoCuRES) - ISSN: 2651-2513

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Abstract


Comparing Self Confidence Development of Students Attending to Full Time Pre-school Education to Students Attending to Part Time Pre-school Education in Terms of Some Variances

The aim of this study is to examine self-confidence development of children studying at part-time and full-time preschool education institutions in terms of the time at school, socioeconomic status, gender and social skills variables. The study sample includes total 189 students in kindergartens and practice classes (with full time education) and 243 students in kindergartens (with part time education) in Emirdag and Bolvadin, districts of Afyonkarahisar. Including 52 questions, Self-confidence Observation List of which Cranba Alpha internal consistency coefficient is 0.779 was used to measure self-confidence development of children and it was applied by preschool teacher. Gender and socioeconomic status of children were also determined in the Self-confidence Observation List. Social Skills Evaluation Scale with 9 sub-dimensions, created by Avcioglu (2007), of which Cranba Alpha reliability coefficient is 0.9777 was used to measure the relation between social skills and self-confidence and it was applied by the preschool teachers, too. Statistical analysis of the data obtained from the study was evaluated with the SPSS 22 package. Categorical variables were presented as frequency and percentage and numerical variables were presented as average and standard errors. In conclusion, for full-time and part-time preschool students, there is not meaningful variation in the self-confidence development in terms of the time at school, gender and socioeconomic variables. However, there is statistically meaningful variation between social skills and self-confidence developments. The highest positive effect comes from the Skill among People (SAP) sub-dimension point (r=0.362). It is concluded that children with high SAP points have high self-confidence points. It is found that 8 sub-dimensions have positive relationship with self-confidence development of children studying at full time preschool institutions whereas 6 sub-dimensions have positive relationship with self-confidence development of children studying of part time preschool institutions.



Keywords
Self-reliance, Social skill, pre-school education



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