Abstract
The purpose of this study was to examine the effects of children`s representations of mothers and peer competence on preschool adjustment. 102 preschoolers (47 boys and 55 girls, aged 4-5) participated in this study. The data were analyzed using descriptive statistics and structural equation modeling analysis. The results were as follows: Firstly, children`s representations of mothers had a direct effect on peer competence. Secondly, peer competence had a direct effect on preschool adjustment. Thirdly, children`s representations of mothers did not directly affect preschool adjustment, but their representations of mothers did indirectly affect preschool adjustment, through peer competence. In conclusion, children`s representations of mothers and peer competence influence preschool adjustment.
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