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Dr. Kulaksız, Taibe

PostDoc; Fak. 2 - Mediendidaktik

Anschrift:
Im Neuenheimer Feld 561 69120 Heidelberg

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kulaksaz[at]ph-heidelberg.de
OrcID: 0000-0002-7960-7440

Projekte

Fak. 2 • Mediendidaktik

Projekt-ID:1008

Forschungsprojekt

akt. laufend

INTERACT-EUROPE100
INTERACT-EUROPE100

Projekt aufrufen

Projekt-ID:1009

Forschungsprojekt

abgeschlossen

Innovative collaboration for Inter-specialty cancer training across Europe (INTERACT-EUROPE)
Innovative collaboration for Inter-specialty cancer training across Europe (INTERACT-EUROPE)

Projekt aufrufen

Publikationen

Alle 2024 2023

Vortrag

What is the connection between the parent-child relationship and digital parental awareness? The role of parental media mediation.

Bayar, M. E., Kulaksız, T. & Toran, M. (2024). What is the connection between the parent-child relationship and digital parental awareness? The role of parental media mediation. İstanbul, Türkiye.

Abstract

There are many factors that determine the quality of the parent-child relationship. In the digital age, family relationships are changing under the influence of technology and moving away from traditional structures. This situation requires parents to reconsider their understanding of children's development and their knowledge of how to interact within the digital environments. Parents should learn methods to teach relevant technological skills to their children and how to interact with digital tools. In this way, they can both support their children in technology use and prevent conflicts that may arise within the family. From this point of view, the aim of this study is to examine the mediating effect of media mediation behaviors between digital parenting awareness of preschool parents and the parent-child relationship. The research was conducted as a cross-sectional survey study based on quantitative research method. The sample of this study consists of parents whose children are in preschool education. The data collection tools used were a Demographic Information Form, Digital Parenting Awareness Scale (Manap & Durmuş, 2020), Parental Media Mediation Scale (Şen et al., 2020), and Child-Parent Relationship Scale (Akgün, & Yeşilyaprak, 2010), which were administered to the parents. The Cronbach's Alpha reliability coefficients of the scales used in the study ranged between .607 and .911. Data analysis was conducted using mediation
tests (Hayes, 2017). The results of the analysis revealed significant relationships between all variables. Furthermore, it was found that media mediation behaviors mediated the parent-child relationship in all dimensions of digital parenting. Therefore, parents with a high level of digital awareness positively influence their relationship with their children. It is considered important to provide training for parents to enhance their digital parenting awareness and teach them how to effectively use media tools in a family context. In addition,
parental perceptions of media use can be investigated to understand how parental mediation shapes children's behaviors towards technological tools.

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ArtikelOpen Access · CCPeer ReviewEnglish

A multi-feedback system integrated simulation-based teacher training to scaffold pre-service teachers’ teaching skills: A phenomenological approach

Kelleci Alkan, Ö., Aksoy, N. C., Kulaksız, T., Kaplan, H. A., Durmaz, B. N., Özcan, M. & Kalkavan, B. (2024). A multi-feedback system integrated simulation-based teacher training to scaffold pre-service teachers’ teaching skills: A phenomenological approach. Education and Information Technologies.

Linkdoi.org/10.1007/...
StichworteVirtual classroom simulations, Teaching practicum, Multi-feedback system, Teaching skills, Pre-service teachers

Abstract

Before taking full responsibility for a real classroom, pre-service teachers (PTs) can safely experience a rich learning atmosphere in a simulated virtual classroom environment and receive feedback on their lesson planning and teaching performance. This research aims to support and examine the process of structuring PTs’ teaching skills with a multi-source feedback system integrated with simulation-based teacher training (SimInTeach-FBS). A phenomenological approach was employed in order to understand the nature of PT’s experiences from a feedback system focusing on teaching skills. Seventy PTs, twelve mentor teachers (MTs), and six teacher educators (TEs) participated in the study. Various data collection tools were used to gain a deeper understanding of the participants' experiences: reflective journals, open-ended feedback forms, and observation notes. The results of the content analysis showed that teaching experience with SimInTeach-FBS raises self-awareness and improves PTs’ teaching skills. It was revealed that teaching skills were mutually structured, feedback given to the PTs multiplied the effect of the development process, and teaching experience facilitated the transfer of acquired teaching skills to real life.

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ArtikelOnlinePeer ReviewEnglish

The parent–child relationship in the digital era: The mediator role of digital parental awareness

Toran, M., Kulaksız, T. & Özden, B. (2024). The parent–child relationship in the digital era: The mediator role of digital parental awareness. Children and Youth Services Review, 161(june).

Linkdoi.org/10.1016/...
StichworteParent–child relationship, Digital parental awareness, Digital childhood, Digital parenting, Parent–child time

Abstract

The parent–child relationship was extensively reshaped during the infusion of digital technologies into families’ daily lives. In this context, this research aims to investigate the relationship between the parent’s time spent with the child and the parent–child relationship when digital parenting awareness including negative and positive roles is taken into consideration. A cross-sectional survey research method was employed. The data was collected by demographic information form, Child-parent Relationship, and Digital Parental Awareness scales. The data was analyzed from 285 parents with 3–6 years old children. In order to test the hypotheses, the Hayes-Process model was employed to determine the mediating effects of sub-dimensions of digital parental awareness between parent’s time spent with the child and the parent–child relationship. The results revealed that being a negative digital role model, digital negligence, parents' effective use of technology, and protection from digital risks partially mediate the link between parent–child time and their relationship. An increase in negative role modeling and digital negligence are associated with a decrease in the positive parent–child relationship. Furthermore, parents’ efficient use of and protection from risks from technology affects the parent–child relationship positively.

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