Okul öncesi çocukların evlilik çatışması algısı ile kişilerarasi problem çözme becerileri arasındaki ilişkinin incelenmesi

Abstract

One of the most important perspectives explaining the effect of marital conflict on children is the Cognitive-Contextual Theory. Within the framework of this theory, the aims of the study were to examine preschool children's perceptions of marital conflict; to investigate the effect of children's perceptions of marital conflict on their problem-solving skills; and to find an answer to the question of whether the interaction effect of children's perceived conflict frequency and parental conflict resolution type will make a difference in interpersonal problem-solving skills. Participants were 106 kindergarten children aged 5-6 years and their mothers. “Perception of Marital Conflict Cards” and “Preschool Interpersonal Problem-Solving Test” were administered to children and “O’Leary Porter Marital Conflict Scale” was applied to mothers.
 To examine children's perception of marital conflict, the answers to the Perception of Marital Conflict Cards were analyzed by content analysis. The findings supported the Cognitive-Contextual Theory for the 5-6 aged. Regression analysis results showed that children's perceived frequency of conflict, feelings of sadness, and perceived type of parental conflict resolution significantly predicted interpersonal problem-solving skills. Two-way ANOVA was used to examine whether the interaction effect of children's perceived frequency and parental conflict resolution type differentiated interpersonal problem-solving skills. No significant difference was found in the interaction effect. However, the main effect of children’s understanding of parental conflict resolution type is found to make a significant difference in children’s problem-solving skills. The findings revealed that marital conflict is more than a problem within the family and its importance in children's peer relationships.