In recent years, appearance, and body image in particular, has become a very important concern not only for adults but also for children. Children's self‐evaluation of their bodies is critical in the occurrence of eating disorders. This study aims to conduct (1) a validity and reliability analysis of the Children's Body Image Scale (CBIS) adapted to the Turkish culture and (2) the relationship between body satisfaction, self‐worth and physical appearance. The psychometric properties of the CBIS were examined on a sample of 473 (211 girls and 262 boys) children aged 8–11 (mean 9.38). The data obtained from boys and girls were divided into two groups according to grade and analysed using descriptive and inferential statistics. The reliability level of the scale was at an acceptable level, and a statistically significant relationship was found between the scale's Body Mass Index and the dimensions of Self‐Perception Profile. The results revealed that there is a significant relationship between body satisfaction and general self‐worth and physical appearance. In addition, the scores obtained on the CBIS after a 3‐week period showed significant internal consistency and test–retest reliability. The analyses revealed that the CBIS is a valid and reliable measurement tool for Turkish children. The results of the study can be a useful tool for education and health professionals that they need screening tools to help them detect body dissatisfaction. The study also showed some correlates of high body dissatisfaction in children that can be used before the rise in eating disorders in adolescence.

Aim Body satisfaction is a key factor in children's healthy eating and self‐perception. This study aims to develop The Children's Body Satisfaction Scale to measure body image satisfaction in children, which consists of three sub‐dimensions (‘acceptance of physical appearance’, ‘weight satisfaction’ and ‘flexibility in the importance attached to the ideal’). Methods The study was conducted with 473 primary school students in Ankara in 2021. The mean age of the participants, of whom 44.6% were female and 55.4% were male, was 9.38 ± 0.65 (between 8 and 10 years old). Socio‐demographic Information Form, the Children's Body Satisfaction Scale (CBSS), the Children's Body Image Scale and ‘physical appearance’ and ‘general self‐esteem’ sub‐scales of the Self‐Perception Profile for Children were used for the data collection. Results CBSS consists of 3 sub‐dimensions and 18 items. Calculated to be 0.84, the Cronbach alpha coefficient of the scale was found to be quite high. The item‐total correlations were determined to be higher than 0.20 for all the items in the scale, and the t values of the comparison of the lower and upper 27% of all the items were significant. A high level (r > 0.70) positive and significant relationship was found in the test–retest reliability of the CBSS total and sub‐dimension scores. A positive and significant relationship was found between CBSS total and general self‐esteem and body size satisfaction. Conclusion The validity and reliability analyses of the CBSS applied as part of the study show that it has strong psychometric properties in determining the level of body image satisfaction for children aged between 8 and 10. The sub‐dimensions of CBSS provide a comprehensive measure to understand body dissatisfaction in children and to test the effectiveness of intervention programmes.

Bu çalışmanın amacı, Covid-19 salgını nedeniyle uzaktan eğitim yoluyla öğrenimlerine devam eden öğrencilerin deneyimlerini yakından gözlemleme şansı bulan ebeveynlerin okula ilişkin minnettarlık algılarını araştırmaktır. Çalışmada, ebeveynlerin uzaktan eğitim sürecinde çocuklarının okullarına minnettarlık duygularını yazarak keşfetmelerine odaklandığından nitel araştırma yöntemi benimsenmiştir. Araştırmanın katılımcıları uzaktan eğitim sürecinde, eğitim öğretim kurumlarının farklı kademelerinde öğrencileri bulunan 24 veliden oluşmaktadır. Online (çevirimiçi) mektup formu aracılığıyla toplanan veriler içerik analizi tekniği ile beş aşamada çözümlenmiştir. Uzaktan eğitim sürecinde öğrenci velilerinin okula ilişkin yazdıkları minnettarlık mektup çözümlemelerinden “çocuk eğitiminde ortaklık, eğitimde sürekliliği sağlayan kurum, yüksek akademik fayda sağlayan yer, ait hissedilen yer ve karakter güçlendiren mekân” olmak üzere beş temaya ve bu temalara ait on bir koda ulaşılmıştır. Mevcut çalışmanın sonuçlarına göre veliler okulun çocuklarının yaşamındaki katkıları için şükranlarını tanımlayabildiklerini ve ifade edebildiklerini göstermektedir. Bulgular, velilerin yaşamında okulun yeri ve katkılarına ilişkin önemli çıkarımları içerir.