The “Hurried Child” in Turkey: After-School Activities and Anxiety in Fourth Graders
Asil Ali Özdoğru, Çağrı Özköse-Bıyık, and Joan Newman
After-school activities play major roles in the development of children and they can vary from unstructured and self-selected ones to programmed and adult-controlled activities. David Elkind (1988) proposed that children are ‘hurried’ throughout their development and expected to excel in many different areas by their parents. In the context of collectivistic Turkish culture, in which respect for elders, protection of youngsters, and obedience are among the primary values, it is important to investigate the prevalence of hurrying among Turkish children who may have less control over their activities. Ninety-eight students from one state (N = 74) and one private elementary school (N = 24) were included in the study. Results indicated that Turkish fourth graders spent more time in self-chosen and highly enjoyable activities than adult-chosen and less enjoyable activities. This study pointed out the importance of children’s control on deciding their own activities, their degree of enjoyment from those activities, and related emotional outcomes.
Keywords: Hurrying, after-school activities, anxiety, Turkish culture
Citation: Özdoğru, A. A., Özköse-Bıyık, Ç., & Newman, J. (2005, June). The “Hurried Child” in Turkey: After-school activities and anxiety in fourth graders. Paper presented at the 35th annual meeting of the Jean Piaget Society, Vancouver, Canada.
Asil Ali Özdoğru, Çağrı Özköse-Bıyık, and Joan Newman
After-school activities play major roles in the development of children and they can vary from unstructured and self-selected ones to programmed and adult-controlled activities. David Elkind (1988) proposed that children are ‘hurried’ throughout their development and expected to excel in many different areas by their parents. In the context of collectivistic Turkish culture, in which respect for elders, protection of youngsters, and obedience are among the primary values, it is important to investigate the prevalence of hurrying among Turkish children who may have less control over their activities. Ninety-eight students from one state (N = 74) and one private elementary school (N = 24) were included in the study. Results indicated that Turkish fourth graders spent more time in self-chosen and highly enjoyable activities than adult-chosen and less enjoyable activities. This study pointed out the importance of children’s control on deciding their own activities, their degree of enjoyment from those activities, and related emotional outcomes.
Keywords: Hurrying, after-school activities, anxiety, Turkish culture
Citation: Özdoğru, A. A., Özköse-Bıyık, Ç., & Newman, J. (2005, June). The “Hurried Child” in Turkey: After-school activities and anxiety in fourth graders. Paper presented at the 35th annual meeting of the Jean Piaget Society, Vancouver, Canada.
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