Examining the predictor effect of parents’ emotional literacy level on the emotion regulation and social problem-solving skills of children

Abstract

ABSTRACT This study was conducted to examine the predictor effect of parents’ emotional literacy level on the emotion regulation and social problem-solving skills of children. The sample comprised 480 individuals, including 240 children aged 4–6 years, who attend independent kindergartens in Ankara province, and 240 parents. Data were collected using the General Information Form, the Emotion Regulation Checklist, the Wally Social Problem-Solving Detective Game Test and the Emotional Literacy Scale. The Pearson correlation coefficient and multiple regression analysis were used for data analysis. According to the results, there is a significant correlation between the emotion regulation skills of a child and the emotional literacy skills of the parent. Furthermore, the emotional literacy level of the parent predicts the emotion regulation skills of the child. However, there is no significant correlation between the parent’s emotional literacy skills and the child’s social problem-solving skills.