THE RELATIONSHIP BETWEEN THE INDIVIDUAL VALUES OF MOTHERS OF CHILDREN AGED 60 TO 72 MONTHS AND THE PROSOCIAL BEHAVIOR OF THEIR CHILDREN
Abstract
This study examined the relationship between the individual values of mothers of children aged 60 to 72 months and the children’s prosocial behavior. The research was implemented using the relational screening model, a quantitative research method. The study group, which was determined by a simple non-selective sampling method, included 300 children aged 60 to 72 months attending preschool in the Istanbul province of Türkiye in the 2020–2021 academic year, and their mothers. The data collection tools used were the Individual Values Inventory, the Preschool Positive Social Behavior Scale, and a demographic information form. Scores for the mothers in the study group were highest for the values of sharing and respect, and lowest for trust and forgiveness; their children received above-average scores in their prosocial behavior. In addition, there was no statistically significant relationship between the individual values of the mothers and the prosocial behaviors of their children. These findings are discussed and suggestions are made for new research, along with practical ideas for teachers and families.
Downloads
Metrics
References
Aavik, T., & Allik, J. (2002). The structure of Estonian personal values: A lexical approach. European Journal of Personality, 16(3), 221–235. https://doi.org/10.1002/per.439
Acun, İ., Yücel, C., Önder, A., & Tarman, B. (2013). Değerler: Kim ne kadar değer veriyor? [Values: Who attributes how much value?]. Usak University Journal of Social Sciences, 6(1), 180–197. https://dergipark.org.tr/tr/pub/usaksosbil/issue/21644/232682
Akbaş, B., & Temiz, G. (2015). 60-66 aylık çocukların empati beceri düzeylerinin anne empati beceri düzeyi açısından incelenmesi [An investigation of the empathy skills levels of children of ages between 60- 66 months with respect to their mothers empathy skills levels]. Trakya University Journal of Education, 5(2), 106–112. https://dergipark.org.tr/tr/pub/trkefd/issue/21482/230211
Allport G. W., Vernon P. E., & Lindzey G. (1960) A study of values (3rd ed.). Houghton Mifflin.
Arslan, R., & Yanık, D. (2024). Okul öncesi dönemdeki çocukların prososyal davranışları ile anne-baba tutumları arasındaki ilişkinin incelenmesi [Investigation of the relationship between prosocial behaviors of preschool children and their parental attitudes]. Milli Eğitim Dergisi [Journal of National Education], 53(243), 1587–1604. https://doi.org/10.37669/milliegitim.1247922
Asan, T., Ekşi, F., Doğan, A., & Ekşi, H. (2008). Bireysel değerler envanteri’nin dilsel eşdeğerlik geçerlik ve güvenirlik çalışması [Linguistic equivalence, validity and reliability study of individual values inventory]. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 27, 15–38. https://dergipark.org.tr/tr/pub/maruaebd/issue/365/2046
Aydın, E., & Sulak, S. E. (2015). Sınıf öğretmeni adaylarının “değer” kavramına yönelik metafor algıları [Metaphor perception of prospective primary school teachers for “value” concept]. Bartin University Journal of Faculty of Education, 4(2), 482–500. https://dergipark.org.tr/en/pub/buefad/issue/3818/51365
Bağcı Çetin, B., & Öztürk Samur, A. (2018). 60-72 aylık çocukların prososyal davranışları ile anne-babalarınınprososyal davranışları arasındaki ilişkinin incelenmesi [The examination of the relationship between prosocial behaviors of the children between 60 and 72 months old and of their parents]. Erzincan University Journal of Education Faculty, 20(1), 1–17. https://doi.org/10.17556/erziefd.286651
Bardhoshi, G., & Erford, B. T. (2017). Processes and procedures for estimating score reliability and precision. Measurement and Evaluation in Counseling and Development, 50(4), 256–263. https://doi.org/10.1080/07481756.2017.1388680
Bardi, A. & Schwartz, S. H. (2003). Values and behavior: Strength and structure of relations. Personality and Social Psychology Bulletin, 29(10), 1207–1220. https://doi.org/10.1177/0146167203254602
Baykul, Y. (2021). Eğitimde ve psikolojide ölçme: Klâsik test teorisi ve uygulaması [Measurement in education and psychology: Classical test theory and practice] (4th ed.). Pegem Akademi.
Bayly, B. L., & Bumpus, M. F. (2020). Patterns and implications of values similarity, accuracy, and relationship closeness between emerging adults and mothers. Journal of Moral Education, 49(4), 496–511. https://doi.org/10.1080/03057240.2019.1669545
Bilsky, W., & Schwartz, S. H. (1994). Values and personality. European Journa1 of Personality, 8(3), 163–181. https://doi.org/10.1002/per.2410080303
Brownell, C. A. (2013). Early development of prosocial behavior: Current perspectives. Infancy, 18(1), 1–9. https://doi.org/10.1111/infa.12004
Bulić, A., & Pinkas, G. (2016). The manifestation of prosocial and aggressive behavior of preschool children depending on sex and age. Human Research in Rehabilitation, 6(2), 36–45. https://doi.org/10.21554/hrr.091606
Büyüköztürk, Ş. (2018). Sosyal bilimler için veri analizi el kitabı [Handbook of data analysis for social sciences] (24th ed.). Pegem Akademi.
Büyüköztürk, Ş., Çokluk, Ö., & Köklü, N. (2020). Sosyal bilimler için istatistik [Statistics for social sciences] (24th ed.). Pegem Akademi.
Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2018). Bilimsel araştırma yöntemleri [Scientific research methods] (24th ed.). Pegem Akademi.
Carlo, G., Mestre, M. V., Samper, P., Tur, A., & Armenta, B. E. (2011). The longitudinal relations among dimensions of parenting styles, sympathy, prosocial moral reasoning, and prosocial behaviors. International Journal of Behavioral Development, 35(2), 116–124. https://doi.org/10.1177/0165025410375921
Çekin, A. (2013). İmam hatip lisesi öğrencilerinin prososyal da [A quantitative analyze on İmam Hatip High School student’s prosocial behavior tendency]. The Journal of International Social Research, 6(28), 34–45.
Çelik Kahraman, S. (2019). Okul öncesi prososyal davranış ölçeğinin geliştirilmesi ve 48-72 aylık çocuklarda prososyal davranışların bazı değişkenlere göre incelenmesi [The development of preschool prosocial behavior scale and investigation of prosocial behavior in 48-72 months children according to some variables; Unpublished master’s thesis]. Gazi University.
Chen, X., Liu, M., Rubin, K. H., Cen, G.-Z., Gao, X. & Li, D. (2002). Sociability and prosocial orientation as predictors of youth adjustment: A seven-year longitudinal study in a Chinese sample. International Journal of Behavioral Development, 26(2), 128–136. https://doi.org/10.1080/01650250042000690
Cheung, M. F. Y., & To, W. M. (2019). An extended model of value-attitude-behavior to explain Chinese consumers’ green purchase behavior. Journal of Retailing and Consumer Services, 50, 145–153. https://doi.org/10.1016/j.jretconser.2019.04.006
Çubukçu, A., & Bağçeli Kahraman, P. (2023). Predictive power of prosocial behaviors of mothers and their parental attitudes on 48- to 72-month-old children’s prosocial behaviors. HAYEF: Journal of Education, 20(2), 170–176. https://doi.org/10.5152/hayef.2023.46
Çubukçu, Z., & Gültekin, M. (2006). Social skills that need to be gained by primary school students. Bilig, 37, 155–174. https://dergipark.org.tr/en/pub/bilig/issue/25369/267789
Daniel, E., Madigan, S., & Jenkins, J. (2016). Paternal and maternal warmth and the development of prosociality among preschoolers. Journal of Family Psychology, 30(1), 114–124. https://doi.org/10.1037/fam0000120
Darmon, M. (2023). Socialization. John Wiley & Sons.
Dovidio, J. F., & Banfield, J. C. (2015). Prosocial behavior and empathy. International Encyclopedia of the Social & Behavioral Sciences, 2(19), 216–220. https://doi.org/10.1016/B978-0-08-097086-8.24024-5
Eisenberg, N., Eggum, N. D., & Spinrad, T. L. (2015). The development of prosocial behavior. In D. A. Schroeder & W. G. Graziano (Eds.), The Oxford handbook of prosocial behavior (pp. 114–136). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399813.013.008
Eisenberg, N., Fabes, R. A., & Spinrad, T. L. (2006). Prosocial development. In N. Eisenberg (Eds.), Handbook of child psychology: Vol 3. Social, emotional, and personality development (5th ed., pp. 649–718). John Wiley & Sons, Inc.
Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. Cambridge University Press. https://doi.org/10.1017/CBO9780511571121
Eisenberg, N., Spinrad, T. L., & Knafo-Noam, A. (2015). Prosocial development. In M. E. Lamb & R. M. Lerner (Eds.), Handbook of child psychology and developmental science (7th ed., pp. 1–47). John Wiley & Sons.
Eisenberg, N., Wolchik, S. A., Goldberg, L., & Engel, I. (1992). Parental values, reinforcement, and young children’s prosocial behavior: A longitudinal study. The Journal of Genetic Psychology, 153(1), 19–36. https://doi.org/10.1080/00221325.1992.10753699
Ferreira, T., Cadima, J., Matias, M., Vieira, J. M., Leal, T., & Matos, P. M. (2016). Preschool children’s prosocial behavior: The role of mother–child, father–child and teacher–child relationships. Journal of Child and Family Studies, 25(6), 1829–1839. https://doi.org/10.1007/s10826-016-0369-x
Field, A. (2009). Discovering statistics using SPSS (3rd ed.). SAGE Publications.
Fortuna, K., & Knafo, A. (2015). Parental and genetic contributions to prosocial behavior during childhood. In L. M. Padilla-Walker & G. Carlo (Eds.), Prosocial development: A multidimensional approach (pp. 70–89). Oxford University Press. https://doi.org/10.1093/acprof:oso/9780199964772.003.0004
Fraenkel, J. R., & Wallen, N. E. (2005). How to design and evaluate research in education (6th ed.). Mc Graw Hill.
Garner, P. W. (2006). Prediction of prosocial and emotional competence from maternal behavior in African American preschoolers. Cultural Diversity and Ethnic Minority Psychology, 12(2), 179–198. https://doi.org/10.1037/1099-9809.12.2.179
Genç, F. G. (2021). The investigation of the relation between prosocial behaviors and attitudes of mothers and prosocial behaviors of preschoolers [Unpublished master’s thesis]. Gazi University.
George, D., & Mallery, P. (2019). IBM SPSS statistics 25 step by step: A simple guide and reference (15th ed.). Routledge.
Girard, L. C., Girolametto, L., Weitzman, E., & Greenberg, J. (2011). Training early childhood educators to promote peer interactions: Effects on children’s aggressive and prosocial behaviors. Early Education and Development, 22(2), 305–323. https://doi.org/10.1080/10409281003668060
Gözüm, P., Gözüm, K., & Deligöz, O. (2021). Üniversitelerde akademik ve idari personelin bireysel değerler algı düzeylerinin belirlenmesi (Burdur ili örneği) [Determination of individual perception levels of academic and administrative staff in universities (Burdur province example)]. Süleyman Demirel University Visionary Journal, 12(31), 800–811. https://doi.org/10.21076/vizyoner.879485
Gravetter, F. J., & Wallnau, L. B. (2014). Essentials of statistics for the behavioural sciences (8th ed.). Wadsworth.
Grueneisen, S., & Warneken, F. (2022). The development of prosocial behavior—from sympathy to strategy. Current Opinion in Psychology, 43, 323–328. https://doi.org/10.1016/j.copsyc.2021.08.005
Gülay, H. (2016). Annelerin tutumları ile 5–6 yaş çocuklarının saldırganlık, olumlu sosyal davranış ve akran şiddetine maruz kalma düzeyleri arasındaki ilişkilerin incelenmesi [Investigation of relations between the maternal styles and aggression, prosocial behavior and peer victimization levels of their 5–6 year old children]. Duzce University Journal of Social Sciences, 1(1), 31–48. https://dergipark.org.tr/en/pub/dusbed/issue/22643/241888
Gülay Ogelman, H., Koyutürk Koçer, N., & Göktaş, İ. (2024). Okul öncesi dönemde olumlu sosyal davranış: 2010-2022 yılları arasında tamamlanmış tezlerin incelenmesi [Social behavior during preschool period: Examination of dissertations completed between years 2010–2022]. Igdir University Journal of Social Sciences, 35, 178–196. https://doi.org/10.54600/igdirsosbilder.1389035
Guta, B. S., Tarekegne, W. M., & Tegegne, W. F. T. (2017). The effect of pre-school education to students’ learning experience in first cycle primary schools. International Journal of Sciences: Basic and Applied Research (IJSBAR), 31(1), 324–340. https://www.gssrr.org/index.php/JournalOfBasicAndApplied/article/ view/6409
Hair, J. F., Jr., Black, W. C., Babin, B. J., & Anderson, R. E. (2010). Multivariate data analysis (7th ed.). Prentice Hall.
Hastings, P. D., Utendale, W. E., & Sullivan, V. (2014). The socialization of prosocial development. In J. E. Grusec & P. D. Hastings (Eds.), Handbook of socialization: Theory and research (pp. 638–664). Guilford Publications.
Hay, D. F., Payne, A., & Chadwick, A. (2004). Peer relations in childhood. Journal of Child Psychology and Psychiatry, 45(1), 84–108. https://doi.org/10.1046/j.0021-9630.2003.00308.x
Hogg, M. A., & Vaughan, G. M. (2010). Essentials of social psychology. Pearson Education.
Hostetter, S. J. (2003). Institutional culture in the Bible college and its relationship to organizational members’ values [Unpublished doctoral dissertation]. Trinity International University.
Kalaycı, Ş. (2010). SPSS uygulamalı çok değişkenli istatistik teknikleri [SPSS applied multivariate statistical techniques]. Asil.
Karaman, N. N., & Dinçer, Ç. (2020). Okul öncesi dönem çocuklarının prososyal davranışlarının bazı değişkenler açısından incelenmesi [An analysis of several variables that affect preschool children’s prosocial behavior]. Journal of Early Childhood Studies, 4(3), 639–664. https://doi.org/10.24130/eccd-jecs.1967202043236
Karasar, N. (2012). Bilimsel araştırma yöntemi [Scientific research method] (23rd ed.). Nobel Akademik.
Kienbaum, J., Volland, C., & Ulich, D. (2001). Sympathy in the context of mother–child and teacher–child relationships. International Journal of Behavioral Development, 25(4), 302–309. https://doi.org/10.1080/01650250143000076
Knafo, A., & Plomin, R. (2006). Prosocial behavior from early to middle childhood: Genetic and environmental influences on stability and change. Developmental Psychology, 42(5), 771–786. https://doi.org/10.1037/0012-1649.42.5.771
Köster, M., Ohmer, X., Nguyen, T. D., & Kärtner, J. (2016). Infants understand others’ needs. Psychological Science, 27(4), 542–548. https://doi.org/10.1177/0956797615627426
Köybaşı, F. (2016). Öğretmen adaylarının bireysel değer yönelimleri ile akademik motivasyonları arasındaki ilişkinin incelenmesi [An examination of the relationship between teacher candidates’ ındividual value trends and academic motivations].
Inonu University Journal of the Graduate School of Education, 3(6), 34–44. https://dergipark.org.tr/en/pub/inujgse/issue/27483/296293
Kumru, A., Carlo, G., & Edwards, C. P. (2004). Olumlu sosyal davranışların ilişkisel, kültürel, bilişsel ve duyuşsal bazı değişkenlerle ilişkisi [Relational, cultural, cognitive, and affective predictors of prosocial behaviors]. Turkish Journal of Psychology, 19(54), 109–128. http://digitalcommons.unl.edu/famconfacpub/129
Kuşdil, M. E., & Kâğıtçıbaşı, Ç. (2000). Türk öğretmenlerin değer yönelimleri ve Schwarz Değer Kuramı [Value orientations of Turkish teachers and Schwartz’s theory of values]. Turkish Journal of Psychology, 15(45), 59–80. http://hdl.handle.net/11452/20898
Lipsitt, N. (1993). Development of empathy in children: The contribution of maternal empathy and communication style [Unpublished doctoral dissertation]. Case Western Reserve University.
Liu, Q., & Wang, Z. (2024). Intergenerational pathways linking mothers’ childhood traumatic experiences and preschoolers’ prosocial behaviors. Early Education and Development, 1–16. https://doi.org/10.1080/10409289.2024.2404820
Malti, T., & Dys, S. P. (2018). From being nice to being kind: Development of prosocial behaviors. Current Opinion in Psychology, 20, 45–49. https://doi.org/10.1016/j.copsyc.2017.07.036
McTaggart, V., McGill, R., & Stephens, S. (2020). An examination of the development of children’s social and emotional competencies in pre-school. International Journal of Early Years Education, 192(12), 1–19. https://doi.org/10.1080/09669760.2020.1865134
Moors, G. (1996). The valued child: The effect of values on the transition to motherhood [Research report]. Stockholms Universitet.
Murphy, E. F., Jr., Snow, W. A., Carson, P., & Zigarmi, D. (1997). Values, sex differences and psychological androgyny. International Journal of Value-Based Management, 10, 69–99. https://doi.org/10.1023/A:1007721420898
Newton, E. K., Laible, D., Carlo, G., Steele, J. S., & McGinley, M. (2014). Do sensitive parents foster kind children, or vice versa? Bidirectional influences between children’s prosocial behavior and parental sensitivity. Developmental Psychology, 50(6), 1808–1816. https://doi.org/10.1037/a0036495
Öngören, S. (2022). Prosocial behaviors of students attending pre-school education ınstitutions. International Online Journal of Educational Sciences, 14(1), 112–124. https://iojes.net/?mod=makale_tr_ozet&makale_id=51074
Özyürek, A. (2015). Okul öncesi çocukların sosyal beceri düzeyleri ile anne tutumları arasındaki ilişkinin incelenmesi [An examination of the relation between social skills of preschool children and mother’s child-rearing attitudes]. Milli Eğitim Dergisi [Journal of National Education], 45(206), 106–120. https://dergipark.org.tr/en/pub/milliegitim/issue/36144/406112
Paulus, M. (2018). The multidimensional nature of early prosocial behavior: A motivational perspective. Current Opinion in Psychology, 20, 111–116. https://doi.org/10.1016/j.copsyc.2017.09.003
Parks-Leduc, L., Feldman, G., & Bardi, A. (2015). Personality traits and personal values: A meta-analysis. Personality and Social Psychology Review, 19(1), 3–29. https://doi.org/10.1177/1088868314538548
Parlar, H., & Cansoy, R. (2016). Öğretmen adaylarının öğretmenlik mesleğine yönelik tutumlarının bir yordayıcısı olarak bireysel değerler [Personal values as a predictor of prospective teachers’ attitude towards teaching profession]. Marmara University Atatürk Faculty of Education Journal of Educational Sciences, 44(44), 125–142. https://doi.org/10.15285/maruaebd.286490
Rokeach, M. (1973). The nature of human values. Free Press.
Roy, A. (2003). Factor analysis and initial validation of the personal values inventory. [Doctoral dissertation, Tennessee State University]. ETD Collection for Tennessee State University. https://digitalscholarship.tnstate.edu/dissertations/AAI3107463
Salerni, N., & Caprin, C. (2022). Prosocial behavior in preschoolers: Effects of early socialization experiences with peers. Frontiers in Psychology, 13, Article 840080. https://doi.org/10.3389/fpsyg.2022.840080
Salıkutluk, Y. Z. (2017). Çocukların prososyal davranışlarının ebeveynlerin prososyal davranışları ve çocuk sevme eğilimleriyle ilişkisi [The relations of children’s prosocial behaviors to parents’ prosocial behaviors and tendency to liking children; Unpublished master’s thesis]. Akdeniz University.
San Bayhan, P., & Artan, İ. (2011). Çocuk gelişimi ve eğitimi [Child development and education]. Morpa Kültür.
Saracaloğlu, A. S., & Gerçeker, C. S. (2018). Relationship between individual social responsibilities and personal values of teacher candidates. International Education Studies, 11(10), 64–77. https://doi.org/10.5539/ies.v11n10p64
Saygılı, N., & Akkaynak, M. (2021). 60–72 aylık çocukların ahlaki yargı düzeyleri ile prososyal davranışları arasındaki ilişkinin incelenmesi [Investigation of the relationship between moral judgment levels and prosocial behaviors of 60- to 72-month-old children]. Academic Journal of History and Idea, 8(1), 339–358. https://doi.org/10.46868/atdd.95
Schroeder, D. A., & Graziano, W. G. (2015). The field of prosocial behavior: An introduction and overview. In D. A. Schroeder & W. G. Graziano (Ed.) The Oxford handbook of prosocial behavior (pp. 3–34). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195399813.013.32
Schwartz, S. H. (1992). Universals in the content and structure of values: Theoretical advances and empirical tests in 20 countries. In M. P. Zanna (Ed.), Advances in experimental social psychology, (Vol. 25, pp. 1–65). Academic Press. https://doi.org/10.1016/S0065-2601(08)60281-6
Schwartz, S. H. (1994). Are there universal aspects in the structure and contents of human values? Journal of Social Issues, 50(4), 19–45. https://doi.org/10.1111/j.1540-4560.1994.tb01196.x
Schwartz, S. H. (2006). Les valeurs de base de la personne: Théorie, mesures et applications [The basic values of the person: Theory, measurements and applications]. Revue française de sociologie, 47(4), 929–968. https://doi.org/10.3917/rfs.474.0929
Schwartz, S. H., & Bilsky, W. (1987). Toward a universal psychological structure of human values. Journal of Personality and Social Psychology, 53(3), 550–562. https://doi.org/10.1037/0022-3514.53.3.550
Scrimgeour, M. B., Blandon, A. Y., Stifter, C. A., & Buss, K. A. (2013). Cooperative coparenting moderates the association between parenting practices and children’s prosocial behavior. Journal of Family Psychology, 27(3), 506–511. https://doi.org/10.1037/a0032893
Sert Ağır, M. (2017). Acquısıtıon of prosocial behaviors for social adjustment in classroom: Group guıdance example. Istanbul Journal of Social Sciences, 18, 1–32. http://www.istjss.org/Article/161-acquisition-of-prosocial-behaviors-for-social-adjustment-in-classroom-group-guidance-example
Singelis, T. M., Triandis, H. C., Bhawuk, D. P. S., & Gelfand, M. J. (1995). Horizontal and vertical dimensions of individualism and collectivism: A theoretical and measurement refinement. Cross-Cultural Research, 29(3), 240–275. https://doi.org/10.1177/106939719502900302
Sondhi, V., Beniwal, A., & Ganotra, S. (2021). Understanding the relationship between prosocial behaviours and parenting styles in young adults. Indian Journal of Positive Psychology, 12(2), 180–185.
Sun, J., Liu, J., Liu, M., Feng, Y., & Li, Y. (2024). Maternal warmth and prosocial behaviors among Chinese preschool children: The roles of social competence sibling presence. Early Education and Development, 35(4), 691–703. https://doi.org/10.1080/10409289.2023.2200338
Svetlova, M., Nichols, S. R. & Brownell, C. A. (2010). Toddlers’ prosocial behavior: From ınstrumental to empathic to altruistic helping. Child Development, 81(6), 1814–1827. https://doi.org/10.1111/j.1467-8624.2010.01512.x
Şahin, M. (2021). Değerlerin tanımı ve sınıflandırılması [Definition and classification of values]. In T. Kamer (Ed.) Toplum ve kültür bağlamında karakter ve değerler eğitimi [Character and values education in the context of society and culture] (pp. 41–63). Pegem Akademi.
Tezcan, M. (2018). Değerler eğitimi: Sosyolojik yaklaşım [Values education: Sociological approach]. Anı.
Tsomokos, D. I., & Flouri, E. (2024). The impact of the indoor home environment on children's prosocial behaviour. Journal of Environmental Psychology, 98, 102405. https://doi.org/10.1016/j.jenvp.2024.102405
Ulusoy, K., & Dilmaç, B. (2020). Değerler eğitimi [Values education] (6th ed.). Pegem Akademi.
Uzmen, S., & Mağden, D. (2002). Okulöncesi eğitim kurumlarına devam eden altı yaş çocuklarının prososyal davranışlarının resimli çocuk kitapları ile desteklenmesi [Enhancing six-year-old preschool children’s prosocial behaviors by using picture books]. Marmara University Atatürk Education Faculty Journal of Educational Sciences, 15(15), 193–212. https://dergipark.org.tr/tr/pub/maruaebd/issue/371/2547
Williams, K. E., & Berthelsen, D. (2017). The development of prosocial behaviour in early childhood: Contributions of early parenting and self-regulation. International Journal of Early Childhood, 49, 73–94. https://doi.org/10.1007/s13158-017-0185-5
Wong, T. K. Y., Konishi, C., & Kong, X. (2021). Parenting and prosocial behaviors: A meta‐analysis. Social Development, 30(2), 343–373. https://doi.org/10.1111/sode.12481
Wu, Y. E., & Hong, W. (2022). Neural basis of prosocial behavior. Trends in Neurosciences, 45(10), 749–762. https://doi.org/10.1016/j.tins.2022.06.008
Xiao, S. X., Spinrad, T. L., & Carter, D. B. (2018). Parental emotion regulation and preschoolers’ prosocial behavior: The mediating roles of parental warmth and inductive discipline. The Journal of Genetic Psychology, 179(5), 246–255. https://doi.org/10.1080/00221325.2018.1495611
Yazıcı, Z., & Salıkutluk, Y. Z., (2018). Sosyal, beşeri ve idari bilimler’de akademik araştırmalar 3 [Academic research in social, human, and administrative sciences 3]. In A. Kodaman & E. İ. Işıklı (Eds.), Ebeveynlerin prososyal davranışlarıyla çocukların pro-sosyal davranışları arasındaki ilişki [The relationship between the prosocial behavior of parents and the pro-social behaviors of children] (pp. 411–430). Gece Library.
Yiğittir, S. (2012). İlköğretim 5.sınıf öğrencilerinin değer yönelimlerinin rokeach ve schwartz değer sınıflandırmasına göre değerlendirilmesi [Evaluation of 5th grade primary school students’ value tendencies according to the value classifications of Rokeach and Schwartz]. Dicle University Journal of Ziya Gokalp Education Faculty, 19, 1–15. https://dergipark.org.tr/tr/pub/zgefd/issue/47945/606592
Yılmaz, K. (2013). The relationship between personal values and religious tendency among Turkish university students. Balikesir University the Journal of Social Sciences Institute, 16(29), 129–146.
Authors contributing to the International Journal of Child, Youth and Family Studies agree to release their articles under the Creative Commons Attribution-Noncommercial 4.0 Unported license. This licence allows anyone to share their work (copy, distribute, transmit) and to adapt it for non-commercial purposes provided that appropriate attribution is given, and that in the event of reuse or distribution, the terms of this license are made clear.
Authors retain copyright of their work and grant the journal right of first publication.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Rights Granted After Publication
After publication, authors may reuse portions or the full article without obtaining formal permission for inclusion within their thesis or dissertation.
Permission for these reuses is granted on the following conditions:
- that full acknowledgement is made of the original publication stating the specific material reused [pages, figure numbers, etc.], [Title] by/edited by [Author/editor], [year of publication], reproduced by permission of International Journal of Child, Youth & Family Studies [link to IJCYFS website];
- In the case of joint-authored works, it is the responsibility of the author to obtain permission from co-authors for the work to be reuse/republished;
- that reuse on personal websites and institutional or subject-based repositories includes a link to the work as published in the International Journal of Child, Youth & Family Studies; and that the material is not distributed under any kind of Open Access style licences (e.g. Creative Commons) which may affect the Licence between the author and IJCYFS.
