A convergent parallel mixed-methods study of screen time and social behaviors in early childhood

Name: A convergent parallel mixed-methods study of screen time and social behaviors in early childhood
Author: Veziroglu-Celik, M., Acar, İbrahim Hakkı, Kaygisiz, C., Koc, I. N.

İsim	A convergent parallel mixed-methods study of screen time and social behaviors in early childhood
Yazar	Veziroglu-Celik, M., Acar, İbrahim Hakkı, Kaygisiz, C., Koc, I. N.
Basım Tarihi:	2023-08-08
Basım Yeri	- Taylor and Francis
Konu	Children, Convergent study, Peer interactions, Screen time, Social behavior
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	0256-8543
Kayıt Numarası	c80adfd5-6fc7-40af-aa9e-03d8d62e99cf
Lokasyon	Psychology
Tarih	2023-08-08
Örnek Metin	Using a convergent parallel mixed methods design, the present study examined children’s screen time and social behaviors through parents’ perceptions. The participants were 113 children and their parents for the quantitative strand and 42 randomly selected parents for the qualitative strand of the study. Parents reported on children’s social behaviors and screen time in the quantitative strand, and semi-structured interviews were conducted with parents in the qualitative strand of the study. Quantitative data were analyzed using cluster analyses, and qualitative data were analyzed using an open-coding system; following that, the quantitative and qualitative results were collaboratively discussed. Using cluster analyses, children were categorized into two groups (positive and relatively social negative behaviors) that reflect their social behaviors during peer play context. Qualitative analyses identified parents’ perceptions of their children’s social behavior and screen time. Accordingly, qualitative results consistently supported the two groups categorized in the quantitative strand. In addition, parents’ use of screen-related strategies was related to children’s positive social behaviors. Findings from the current study suggest that considering children’s engagement with screen time may contribute to a greater understanding of children’s social behaviors.
DOI	10.1080/02568543.2022.2143969
Cilt	37

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A convergent parallel mixed-methods study of screen time and social behaviors in early childhood

Yazar Veziroglu-Celik, M., Acar, İbrahim Hakkı, Kaygisiz, C., Koc, I. N.

Basım Tarihi 2023-08-08

Basım Yeri - Taylor and Francis

Konu Children, Convergent study, Peer interactions, Screen time, Social behavior

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 0256-8543

Kayıt Numarası c80adfd5-6fc7-40af-aa9e-03d8d62e99cf

Lokasyon Psychology

Tarih 2023-08-08

Örnek Metin Using a convergent parallel mixed methods design, the present study examined children’s screen time and social behaviors through parents’ perceptions. The participants were 113 children and their parents for the quantitative strand and 42 randomly selected parents for the qualitative strand of the study. Parents reported on children’s social behaviors and screen time in the quantitative strand, and semi-structured interviews were conducted with parents in the qualitative strand of the study. Quantitative data were analyzed using cluster analyses, and qualitative data were analyzed using an open-coding system; following that, the quantitative and qualitative results were collaboratively discussed. Using cluster analyses, children were categorized into two groups (positive and relatively social negative behaviors) that reflect their social behaviors during peer play context. Qualitative analyses identified parents’ perceptions of their children’s social behavior and screen time. Accordingly, qualitative results consistently supported the two groups categorized in the quantitative strand. In addition, parents’ use of screen-related strategies was related to children’s positive social behaviors. Findings from the current study suggest that considering children’s engagement with screen time may contribute to a greater understanding of children’s social behaviors.

DOI 10.1080/02568543.2022.2143969

Cilt 37