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Köz.Pdf (1.610Mb) THE RELATIONS BETWEEN MATERNAL REARING BEHAVIORS AND SCHOOL COMMITMENT IN TURKISH IMMIGRANT AND NATIVE CHILDREN A THESIS SUBMITTED TO THE FACULTY OF SCIENCE OF OSLO METROPOLITAN UNIVERSITY BY ÖZGE ÖZDEMIR KÖZ IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF APPLIED SOCIAL SCIENCE IN INTERNATIONAL SOCIAL WELFARE AND HEALTH POLICY MAY 2018 i I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name : Özge Özdemir Köz Signature : ii ABSTRACT THE RELATIONS BETWEEN MATERNAL REARING BEHAVIORS AND SCHOOL COMMITMENT IN TURKISH IMMIGRANT AND NATIVE CHILDREN Özdemir Köz, Özge MIS., Department of International Social Welfare and Health Policy Supervisor: Senior Researcher, Brit Oppedal, PhD May 2018 The goal of the present study was to explore and compare the association of family collectivist values, perceived achievement values and maternal rearing behaviours with school commitment among immigrant and native Turkish preadolescent children in Norway and Turkey respectively. For the purpose of this study, 208 mother-child dyads (105 from Norway, 103 from Turkey) participated in the current study. The data was collected by a questionnaire battery including a Demographic Category Sheet, Short-EMBU (Egna Minnen Betraffende Uppfostran- My Memories of Upbringing), School Commitment Scale, Family Collectivist Values Scale, and Perceived Achievement Values Scale. Quantitative study was conducted to investigate study variables. Research questions revealed that 1) In terms of school commitment, there is no significant difference between two groups; 2) Turkish native children have more family collectivist values than Turkish immigrant children; 3) Turkish immigrant mothers and their children have more achievement values than Turkish native families; 4) Considering both Turkish immigrant and native’s scores, perceived maternal emotional warmth, perceived maternal control, perceived maternal rejection, child’ s collectivistic family values, and maternal emotional warmth are significantly correlated to children’s school commitment; 5) For the Turkish immigrant children perceived maternal iii emotional warmth, perceived maternal control, and perceived achievement values predict school commitment, whereas for the Turkish native children, the predictors of school commitment are gender, perceived maternal emotional warmth, and perceived maternal control. For the Turkish immigrant mothers, maternal emotional warmth is predictor of their children’s school commitment while for Turkish immigrants’ mothers, gender and maternal rejection are predictors of school commitment. Keywords: Maternal Rearing Behaviours, School Commitment, Perceived Achievement Values, Family Collectivist Values iv To my husband, Utku Köz v ACKNOWLEDGMENTS Completing this thesis would not have been possible without the support from my friends and family. I was blessed by having so many amazing people around me who were ready to help whenever it was needed and provided me with their endless support and caring during this process. First of all, I would like to thank my supervisor Brit Oppedal for her support, understanding, acceptance and encouragement throughout my thesis. She is so generous and did not hesitate to share her wide knowledge with me. Besides giving her supervision for the sake of the thesis, she also mentored me in a difficult period of my life. Thank you, Brit, for making me feel secure, warm and accepted. I have been so lucky to have the opportunity to work with her, and I will never forget her support. Second, I would like to thank Neriman Yenice and Bora Serhat Celik (head of guidance/counselling department of Okyanus Kolejleri) who helped me to conduct data from Bornova Okyanus Koleji (College) in Turkey. Specifically, I would like to express my appreciation to Esra Cayan, who is the administrator of elementary school of Bornova Okyanus Koleji. Besides, I would like to thank school teachers and guidance/counsellors in Bornova Okyanus Koleji, who helped and supported me during the data collection process. Without their help, I would not have been able to complete the data collection stage that fast. Moreover, I would like to thank all participating children and their mothers. It was really great spending time with those adorable children. Thirdly, I would like to thank Norwegian Public Health Institutes for sharing Turkish immigrants’ research variables data. Also, I would like to thank to Esra Boncuk, Gülay Kutal, Hülya Bulut Kankaya, Utku Köz, and Merve Ergün... Without their help, I would not have been able to complete the translation and edition stage that fast. Fourthly, I would like to thank my dear friend, Pinar Bicaksiz for her valuable contributions to this thesis and her emotional support during this process. Even if she is away, she is indeed always right beside me with her voice that energizes me. In addition, I would like to thank vi Professor Dr. Nebi Sumer at METU for his valued contributions. He was always there when I was in need of guidance and supported me both professional and non-professional matters. Lastly, I would like to thank my parents. They have always believed in me, supported, loved, and trusted me. Without their everlasting trust and support throughout my years of study, these accomplishments would not have been possible. And my father, whom I lost when I was three years old, I like to believe you’re watching over me, which inspires me to be the kind of daughter you’d be proud of. And very very special thanks go to my husband Utku Köz. I am very grateful to him for his endless help, encouragement, warmth, and love not only during this difficult time but also for all my life. I am aware that this process was very hard also for him, and I deeply appreciate his patience. He is the meaning and joy of my life. Thanks to everyone whom I forgot to mention for their valuable support. vii TABLE OF CONTENTS PLAGIARISM .................................................................................................................... ii ABSTRACT ........................................................................................................................ iii DEDICATION .................................................................................................................... v ACKNOWLEDGEMENTS .................................................................................................vi TABLE OF CONTENTS .....................................................................................................viii LIST OF TABLES ............................................................................................................... x 1.Introduction ...................................................................................................................... 1 1.1. Background and Overall Aim ...................................................................................... 1 1.2. Turkish Immigrant Context of Norway ....................................................................... 3 1.2.1. The Majority is Born in Turkey ............................................................................ 3 1.2.2. Low School Attainment and High Discrimination ................................................. 4 1.3. School Commitment ................................................................................................... 5 1.3.1. Concepts and Definitions ...................................................................................... 5 1.3.2. Predictors and Outcomes of School Commitment ................................................. 7 1.3.3. Acculturation in Developmental Context ............................................................ 11 1.4. Parenting Style in Cultural Context ........................................................................... 16 1.4.1. The Definition of Parenting Style ....................................................................... 16 1.4.2. A Brief History of Parenting Typology, Pattern and Dimensions ........................ 17 1.4.3. The Current Study’s Model ................................................................................ 19 1.4.4. Association Between Parenting Style and Cultural Values .................................. 22 1.4.5. Association Between Parenting Style and Family Achievement Values .............. 23 1.5. Turkish Parenting and Its Effects in Socio-Cultural Context ...................................... 24 1.5.1. Turkish parenting style in Turkey ....................................................................... 24 1.5.2. Turkish parenting style in Norway and Europe ................................................... 26 Aims and Research Questions .......................................................................................... 27 Question 1: ...................................................................................................................... 27 Question 2: ...................................................................................................................... 27 Question 3: ...................................................................................................................... 27 Question 4: .....................................................................................................................
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