Selçuk, Ayşe Bilge
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Selcuk, B
Selcuk, Bilge
Selçuk, Bilge
Selcuk, Bilge
Selçuk, Bilge
Job Title
Email Address
selcukay@mef.edu.tr
Main Affiliation
04.02. Department of Psychology
Status
Current Staff
Website
ORCID ID
Scopus Author ID
Turkish CoHE Profile ID
Google Scholar ID
WoS Researcher ID
Sustainable Development Goals
2
ZERO HUNGER
0
Research Products
16
PEACE, JUSTICE AND STRONG INSTITUTIONS
3
Research Products
1
NO POVERTY
0
Research Products
11
SUSTAINABLE CITIES AND COMMUNITIES
0
Research Products
7
AFFORDABLE AND CLEAN ENERGY
0
Research Products
10
REDUCED INEQUALITIES
0
Research Products
3
GOOD HEALTH AND WELL-BEING
1
Research Products
6
CLEAN WATER AND SANITATION
0
Research Products
9
INDUSTRY, INNOVATION AND INFRASTRUCTURE
0
Research Products
12
RESPONSIBLE CONSUMPTION AND PRODUCTION
0
Research Products
5
GENDER EQUALITY
1
Research Products
14
LIFE BELOW WATER
0
Research Products
13
CLIMATE ACTION
1
Research Products
15
LIFE ON LAND
0
Research Products
8
DECENT WORK AND ECONOMIC GROWTH
1
Research Products
17
PARTNERSHIPS FOR THE GOALS
0
Research Products
4
QUALITY EDUCATION
0
Research Products
This researcher does not have a Scopus ID.
This researcher does not have a WoS ID.
Scholarly Output
21
Articles
19
Views / Downloads
4661/12801
Supervised MSc Theses
0
Supervised PhD Theses
0
WoS Citation Count
191
Scopus Citation Count
206
WoS h-index
9
Scopus h-index
9
Patents
0
Projects
0
WoS Citations per Publication
9.10
Scopus Citations per Publication
9.81
Open Access Source
9
Supervised Theses
0
| Journal | Count |
|---|---|
| Journal of Child and Family Studies | 2 |
| Infant and Child Development | 2 |
| Developmental Psychology | 2 |
| Child Development Perspectives | 1 |
| Data in Brief | 1 |
Current Page: 1 / 4
Scopus Quartile Distribution
Competency Cloud
21 results
Scholarly Output Search Results
Now showing 1 - 10 of 21
Article Citation - WoS: 2Citation - Scopus: 2Parental Predictors of Children’s Math Learning Behaviours in Different Cultures(Springer, 2022) Selçuk, Bilge; Kisbu-Sakarya, Yasemin; Niehues, WenkeResearch indicates that parental schoolwork involvement is beneficial for students' academic functioning when parents facilitate their children's autonomy and refrain from psychological controlling practices. However, effects of the quality of parental involvement on child learning outcomes may vary due to cross-cultural differences in children's appraisal and reaction towards these practices. The current study aimed to investigate the link between the quality of parental schoolwork involvement and children's learning-related behaviours in math, and the mediating role of mother-child conflict around math schoolwork in this link in three cultural groups (i.e., German-Turkish, Turkish and German families). Data were collected from 107 German-Turkish, 426 Turkish and 140 German mothers with children in fifth to eighth grades. After testing measurement invariance of the scales across groups, multi-group structural equation modelling was used to examine the direct and indirect paths between the quality of parental involvement, mother-child conflict and child learning-related behaviours. Results showed that the level of mother-child conflict mediated the link between mothers' psychologically controlling practices and children's learning-related behaviours in math in all three groups. No mediation was found for the link between maternal autonomy support and children's learning-related behaviours in any group. However, the direct path from mothers' autonomy support to children's learning-related behaviours was significant in the Turkish and German-Turkish samples. These results suggest that the role of different forms of parental schoolwork involvement in children's academic functioning is more similar than different across cultural groups.Article Citation - WoS: 6Citation - Scopus: 9The Role of Cumulative Risk and Armed Conflict Exposure in Adolescent Psychological Symptoms in Turkey(Wiley, 2024) Kara, Buket; Selçuk, BilgeExposure to risk factors and adversity may cause immediate, and sometimes prolonged, psychological symptoms in adolescents. Identifying universal and specific risk factors in a particular context and examining their cumulative effects is crucial for understanding the mechanisms underlying psychological symptoms and informing about strategies for intervention. Using concurrent measures, the current study aimed to examine the role of armed conflict experiences and cumulation of other risk factors (e.g., maternal psychological symptoms, socioeconomic indicators) in predicting adolescent psychological symptoms in an underresearched community. The sample included 161 adolescents (54.7% female) aged 11-14 years (M = 12.36, SD = 1.27) and their mothers living in the east of Turkey. The cumulative risk index was calculated by summing the standardized scores of the corresponding factors. Hierarchical multiple regression analyses were conducted to predict internalizing and externalizing symptoms among adolescents by introducing demographic variables (age, gender) in the first step, armed conflict experiences and cumulative risk in the second step, and their interaction in the final step. Results showed that the levels of internalizing and externalizing symptoms were predicted by gender, armed conflict experience and cumulative risk. Being a girl was associated with higher levels of internalizing symptoms and lower levels of externalizing symptoms. Higher levels of internalizing and externalizing symptoms were predicted by exposure to armed and cumulative risk. After controlling for other factors, the interaction of armed conflict experience and cumulative risk significantly predicted externalizing, but not internalizing symptoms. These findings suggested that cumulative risk was a stronger predictor of psychological symptoms, and further amplified the strength of the association between armed conflict experiences and externalizing symptoms. These findings can be used in the formulation of intervention strategies and policies to promote psychological well-being in adolescents living in armed conflict zones under multiple risks.Article Citation - WoS: 21Citation - Scopus: 22Development and Use of Theory of Mind in Social and Cultural Context(Wiley, 2022) Ekerim-Akbulut, Müge; Selçuk, Bilge; Gönültas, SeçilTheory of mind (ToM) is a key social-cognitive skill that allows individuals to understand and attribute mental states to others; it facilitates relationships and helps individuals navigate the social world. Thus, it is likely influenced by social and cultural contexts. In this article, we review studies that examine the potential ways through which sociocultural context interacts with the development and use of ToM in Western and non-Western societies. First, we summarize findings documenting the link between culture and timing of ToM acquisition. Second, we examine cross-cultural studies on how culture can be related to the sequential development of different dimensions of ToM. Third, we discuss when and how cultural group membership of the targets influences the use of ToM. Finally, we suggest avenues for research so the field can understand more comprehensively the dynamic interactions between sociocultural context and the development and use of ToM.Article Longitudinal Relations Between Early Prosocial Behaviors Toward Parents and Later Prosocial and Aggressive Behaviors in Turkish Early Adolescents(2025) Gulseven, Zehra; Kumru, Asiye; Carlo, Gustavo; Maiya, Sahitya; Sayil, Melike; Selcuk, BilgeArticle Citation - WoS: 21Citation - Scopus: 23Not Just a Sum of Its Parts: How Tasks of the Theory of Mind Scale Relate To Executive Function Across Time(Elsevier, 2018) Yavuz, H. Melis; Selçuk, Bilge; Doenyas, CeymiThere is a well-established relationship between theory of mind (ToM) and executive function (EF) during the preschool years. However, less is known about the concurrent and longitudinal relations between EF and specific tasks tapping different aspects of ToM. The current study investigated the ToM-EF relationship across 1 year in 3- to 5-year-old Turkish children using the ToM battery of Wellman and Liu (2004), which measures understanding of diverse desires (DD), diverse beliefs (DB), knowledge access (KA), contents false belief (CFB), explicit false belief (EFB), and hidden emotion (HE). This battery has not yet been used in its entirety to test the predictive relations between ToM and EF. We used pegtapping and day–night tasks to measure EF. Our sample comprised 150 Turkish preschool children (69 girls) aged 36–60 months at Time 1 (T1) and 49–73 months at Time 2 (T2). Using the ToM composite with all six tasks, when child’s age, receptive language, and T1 ability level (EF or ToM) were controlled, T1 EF significantly predicted T2 ToM, whereas T1 ToM did not predict T2 EF. Among DD, DB, KA, false belief understanding (FBU: the composite score of CFB and EFB), and HE, only KA and FBU were significantly associated with EF at T1 and T2. Further regression analyses showed that KA did not have a predictive relationship with EF. Instead, FBU drove the predictive EF–ToM relationship across time. Thus, in Turkish children, earlier EF predicts later ToM, but especially the FBU component, in this well-validated battery.Article Citation - WoS: 34Citation - Scopus: 36Predictors of Obesity and Overweight in Preschoolers: the Role of Parenting Styles and Feeding Practices(Elsevier, 2018) Yavuz, H. Melis; Selçuk, BilgeChildhood obesity/overweight (OB/OW) displayed a rapid increase and high prevalence in the last few decades in preschool-aged children, which raised health concerns across the world and motivated researchers to investigate the factors that underlie childhood obesity. The current study examined parenting styles and child-feeding practices as potential predictors for OB/OW in preschool children, controlling for child's temperament, which has been shown to be linked with OB/OW. The sample included 61 normal weight (NW) and 61 obese/overweight (OB/OW) Turkish pre-schoolers (M age ¼ 62.2 months; SD ¼ 7.64, range ¼ 45e80 months). Parenting styles (authoritarian, authoritative), child-feeding practices (restriction, pressure to eat, monitoring), and child's temperament (negative affectivity) were measured with mothers' reports. Results showed that authoritarian parenting and maternal pressure to eat were the two parenting variables that significantly predicted child's weight status; the odds of being OB/OW was 4.71 times higher in children whose mothers used higher authoritarian parenting style, and was 0.44 times lower when mothers pressured their child to eat. These findings suggest that understanding the unique role of different aspects of parenting in the risk of early OB/OW status of children would be important in developing more effective interventions from early years in life.Conference Object The Differential Role of Parenting in Externalizing and Internalizing Behaviors of Male and Female Turkish Preschoolers(2017) Ekerim, M; Müren, Hatice Melis; Güney, Onuray; Selcuk, B; Nelson, D....Article Citation - WoS: 10Citation - Scopus: 12Social Competence in Children With Autism(Taylor & Francis, 2019) Yavuz, H. Melis; Selçuk, Bilge; Korkmaz, BarışObjectives: This paper investigates the associations of social competence with cognitive representation and communication skills in children with Autism Spectrum Disorders (ASD), by measuring these skills in an expansive way through assessing both mental and internal-state understanding, and verbal and non-verbal communication. Methods: The data were collected from 45 Turkish children (Mage=8.52 years, SD=3.05, min-max=3–14) with a diagnosis of ASD. Individual assessments were used to measure mental- and internal-state understanding. Teacher-rated scales were used to assess child’s verbal and non-verbal communication skills, and social competence. Results: The results showed that social competence, cognitive representation, verbal and non-verbal communication skills were all significantly associated, but over and above cognitive representation skills and verbal communication, non-verbal communication had a salient role in adaptive social relationships of children with ASD. Conclusions: These findings have important applied implications for intervention studies and suggest that improvements of non-verbal communication skills in children with ASD might be important for increasing their positive social relations.Article Citation - WoS: 14Citation - Scopus: 14The Role of Theory of Mind, Emotion Knowledge and Empathy in Preschoolers’ Disruptive Behavior(Springer, 2019) Ekerim-Akbulut, Müge; Selçuk, Bilge; Şen, Hilal H.; Beşiroğlu, BurcuObjectives : Research examining disruptive behaviors in clinical groups of preschool and school-aged children has consistently revealed significant difficulties in their emotion knowledge and empathy but intact performance in their theory-of-mind (ToM). However, it is largely not known if these difficulties in emotion knowledge and empathy as opposed to ToM are specific to extreme forms of disruption in clinical groups or rather represent broad deficiencies related to disruptive behaviors in general, including the milder levels exhibited by typically developing children. Milder disruptive behaviors (e.g., whining, arguing, rule-breaking and fighting) in peer contexts might relate to normative variations in socio-cognitive and emotional skills like ToM, emotion knowledge and empathy. To illuminate whether the same pattern of relations observed in clinical samples would arise in typical development, this study aims to examine the role of ToM, emotion knowledge and empathy in typically developing preschoolers’ disruptive behaviors.Article Citation - WoS: 22Citation - Scopus: 23Culturally Shared and Unique Meanings and Expressions of Maternal Control Across Four Cultures(American Psychological Association, 2021) Selçuk, Bilge; Cheah, Charissa S L; Şen, Hilal H.; Park, Seong-Yeon; Vu, Kathy T T; Cho, Hyun Su; Yavuz, H MelisMaternal control is a major dimension of parenting and has different meanings, practices, and potential consequences across cultures. The present study aimed to identify and compare mothers' conceptualizations of parenting control across four cultures to reveal a more nuanced understanding regarding the meaning and practices of control: European American, Chinese immigrant, Korean immigrant, and Turkish. Using a semistructured open-ended interview, 100 European American, 102 U.S. Chinese immigrant, 103 U.S. Korean immigrant, and 109 Turkish mothers of preschool-aged children reported the ratings of importance, specific reasons, and strategies for exerting control over their children in daily life. Results revealed both shared and unique conceptualizations of maternal control across four cultures. Specifically, all mothers reported that it is important to express maternal control over their children in order to set behavioral norms/standards, maintain child safety, support social relations and respect for others, provide guidance, and guide moral development. Moreover, mothers discussed utilizing nonphysical punishment, setting and maintaining rules, reasoning/negotiating, consistency, physical punishment and verbal control, showing parents' serious/stern attitude, correction, and psychological control forms of control. However, the levels at which mothers emphasize the different reasons and strategies varied across cultures, reflecting culturally emphasized values. The findings of the present study further enrich our understanding of the complexities of maternal control across cultures. (PsycInfo Database Record
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