Examining the Leadership Skills of Preschool Children in Terms of Emotion Expressiveness and Self-Regulation Skills

Abstract

The aim of this study was to investigate the relationship between self-regulation, emotion expressiveness, and leadership skills of preschool children. In addition, it was investigated whether or not these skills differed according to gender and the mediating role of self-regulation skills in predicting the leadership skills by emotion expressiveness characteristics of the children. The study was designed in quantitative model and correlational survey design. The sample group of the study consisted of 323 children aged 47-67 months. The data of the study were collected using Self-Regulation Skills Scale, Emotion Expressiveness Questionnaire and Early Childhood Leadership Scale. As a result of the study, leadership, self-regulation, and emotion expressiveness skills of the preschool children were found to be correlated with each other. It was found that emotion expressiveness was an important factor in terms of leadership skills of children and self-regulation skill had a determining effect in this correlation.