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master's thesis
Izloženost digitalnim medijima i sposobnost samoregulacije ponašanja kod djece u dobi od 5 do 7 godina
2021. urn:nbn:hr:141:934346
Jovišić, Sergej
Josip Juraj Strossmayer University of Osijek
Faculty of Education

Cite this document

Jovišić, S. (2021). Izloženost digitalnim medijima i sposobnost samoregulacije ponašanja kod djece u dobi od 5 do 7 godina (Master's thesis). Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education. Retrieved from https://urn.nsk.hr/urn:nbn:hr:141:934346

Jovišić, Sergej. "Izloženost digitalnim medijima i sposobnost samoregulacije ponašanja kod djece u dobi od 5 do 7 godina." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2021. https://urn.nsk.hr/urn:nbn:hr:141:934346

Jovišić, Sergej. "Izloženost digitalnim medijima i sposobnost samoregulacije ponašanja kod djece u dobi od 5 do 7 godina." Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, 2021. https://urn.nsk.hr/urn:nbn:hr:141:934346

Jovišić, S. (2021). 'Izloženost digitalnim medijima i sposobnost samoregulacije ponašanja kod djece u dobi od 5 do 7 godina', Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, accessed 04 April 2025, https://urn.nsk.hr/urn:nbn:hr:141:934346

Jovišić S. Izloženost digitalnim medijima i sposobnost samoregulacije ponašanja kod djece u dobi od 5 do 7 godina [Master's thesis]. Osijek: Josip Juraj Strossmayer University of Osijek, Faculty of Education; 2021 [cited 2025 April 04] Available at: https://urn.nsk.hr/urn:nbn:hr:141:934346

S. Jovišić, "Izloženost digitalnim medijima i sposobnost samoregulacije ponašanja kod djece u dobi od 5 do 7 godina", Master's thesis, Josip Juraj Strossmayer University of Osijek, Faculty of Education, Osijek, 2021. Available at: https://urn.nsk.hr/urn:nbn:hr:141:934346

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Metadata
TitleIzloženost digitalnim medijima i sposobnost samoregulacije ponašanja kod djece u dobi od 5 do 7 godina
Title (english)Children's exposure to digital media and self-regulation at ages 5 to 7
AuthorSergej Jovišić
MentorLara Cakić (mentor)
Committee memberAlma Škugor (predsjednik povjerenstva)
Committee memberLara Cakić (član povjerenstva)
Committee memberJelena Kovačević (član povjerenstva)
GranterJosip Juraj Strossmayer University of Osijek
Faculty of Education
Osijek
Defense date and country2021-09-29, Croatia
Scientific / art field,
discipline and subdiscipline		SOCIAL SCIENCES
Psychology
Developmental Psychology
Abstract
Samoregulacija je široki raspon sposobnosti reguliranja emocija i vlastitog ponašanja. Samoregulacija uključuje sposobnost odgode zadovoljenja, kognitivnu kontrolu, motoričku kontrolu i usmjerenu pažnju (McCabe, Cunnington i Brooks-Gunn, 2004). Veliki broj istraživanja (Cole, Martin i Dennis, 2004; Rueda, Posner i Rothbart, 2004; prema McClelland i Cameron, 2011) povezuje dječju samoregulaciju i s akademskim uspjehom. Unatoč istraživanjima koja pokazuju vezu između problema u razvoju izvršne... More funkcije, kognicije, pažnje i jezika s izloženosti medijima (Radesky, Silverstein, Zuckerman i Cristakis, 2014) djeca su sve više okružena njima, a utjecaj interaktivnih medija poput video igrica, mobilnih aplikacija i društvenih mreža nije dovoljno istražen za razliku od televizije. Huber, Yeates, Meyer, Fleckhammer i Kaufman (2018) u svom istraživanju su dobili povezanost između korištenja obrazovne aplikacije i izvršne funkcije, dok povezanost između izloženosti obrazovnom televizijskom programu i izvršne funkcije nisu te navode kako su interaktivnost i sadržaj medija bitni čimbenici, a ne samo vrijeme provedeno za ekranom. U ovom istraživanju ispitana je povezanost samoregulacije i prosječnog vremena koje djeca provode uz digitalne medije u dobi od 5 do 7 godina (N=149). Ispitana je i povezanost samoregulacije i uspješnosti rješavanja Hanoi tornja. Samoregulacija je procjenjena marshmallow testom. Svakom djetetu je ponuđen izbor između jedne čokoladice koju mogu dobiti odmah ili dvije čokoladice pod uvjetom da sačekaju 10 minuta. Hanoi toranj sastoji se od tri okomita stupca i tri diska različitih veličina. Zadatak se uspješno rješava pomicanjem cijelog tornja s prvog stupca na zadnji, pomicanjem samo jednog diska po potezu, uz pravilo da veći disk ne smije biti iznad manjeg diska. Nisu dobivene povezanosti između samoregulacije i korištenja digitalnih medija, samoregulacije i dobi djece kao ni razlike u samoregulaciji s obzirom na spol. Nije utvrđena povezanost samoregulacije i rezultata na Hanoi tornju. Djevojčice imaju manji broj pogreški pri rješavanju i uspješno rješavaju zadatak u manjem broju poteza od dječaka. Less
Abstract (english)
Self-regulation consists of the capability to regulate emotion and behavior. Self-regulation includes the ability to delay gratification, cognitive control, motor control and attention focus (McCabe, Cunnington and Brooks-Gunn, 2004). A large number of research (Cole, Martin and Dennis, 2004; Rueda, Posner and Rothbart, 2004; in McClelland and Cameron, 2011) shows a correlation between self-regulation and academic success. Regardless of research linking problems in executive function,... More cognition, attention and language development with media exposure (Radesky, Silverstein, Zuckerman and Cristakis, 2014) children are surrounded by media more than ever, and interactive media like video games, mobile applications and social media are less researched compared to television. Huber, Yeates, Meyer, Fleckhammer and Kaufman (2018) have noted a correlation between using an educational mobile application and executive function, while no correlation was noted between watching an educational program and executive function, and caution that media content and interactivity, not just “screen time” are relevant factors. This research examines the correlation of self-regulation and time spent with digital media of five to seven year old children (N=149). Correlation between self-regulation and success in solving tower of Hanoi was also examined. Self-regulation was estimated with the marshmallow test. Children were given the choice between one chocolate now or 2 chocolates, if they are able to wait 10 minutes. Tower of Hanoi consists of three pegs and three differently sized disks. The task is successfully completed by moving the tower from the first peg to the last, by moving only one disk at a time, with the rule that only smaller disks can rest on top of larger disks. No correlation between self-regulation and digital media, between self-regulation and age, or self-regulation and gender was found. No correlation between self-regulation and solving Tower of Hanoi was found, but girls show a smaller number of mistakes and successfully complete the task in less moves than boys. Less
Keywords
Keywords (english)
Languagecroatian
URN:NBNurn:nbn:hr:141:934346
Study programmeTitle: Graduate pre-school education
Study programme type: university
Study level: graduate
Academic / professional title: magistar/magistra ranog i predškolskog odgoja i obrazovanja (magistar/magistra ranog i predškolskog odgoja i obrazovanja)
Type of resourceText
File originBorn digital
Access conditionsOpen access
Terms of useLicence In copyright icon
Created on2021-10-04 12:54:24
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