Abstract

The self-regulations skills are one of the most obvious indi-cators of academic achievement and social competence. For this reason, it is important to determine the variables that affect the development of these skills.  The aim of this research is to examine whether the level of self-regulation skills of 60-72 months old preschool children differ according to their attach-ment styles to their mothers and to investigate the relationship between parenting behaviors of their mothers and self-regulation skills of children. Survey method was used in the study. The sample consists of a total of 172 children, 84 (%49) of them were boys and 88 (%51) of them were girls, who attend different preschools in İstanbul and their mothers and presc-hool teachers. The Self-Regulation Skills Scale, Doll Family Story Completion Test and Parenting Questionnaire were used as data collection tools. The results indicate that self-regulation skill levels of children who are securely attached to their mot-hers are higher than unsecurely attached children. In addition, it was found that there is a negative relation between self-regulation skills of the children and the mothers’obedience expectation. The findings clearly stress the importance of pa-renting quality as direct and indirect indicator of self-regulation skills.

Highlights

  • In preschool period, children begin to direct behavior, feelings and thoughts to reach the goals they set for themselves and use mental strategies to control these elements

  • The Doll Family Story Completion Test was performed with the children of the mothers who completed the forms and allowed the child to participate in the research

  • Suggestions : The findings of the present study suggest that parenting behaviors are associated with the extend of children’s self-regulation skills directly and through the attachment pattern

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Summary

Introduction

Children begin to direct behavior, feelings and thoughts to reach the goals they set for themselves and use mental strategies to control these elements. Self-regulation means planned and systematic feelings, thoughts and behaviors that the individual exhibits to achieve a certain purpose by taking advantage of cognitive, metacognitive and motivational strategies (Schunk, 2001). Concepts such as metacognition (Whitebread et al, 2009), executive functions (Bryce, Whitebread & Szüer, 2014), effortful control (Eisenberg et al, 2010) are thought to be synonymous or part of the concept of self-regulation. Metacognitive functions such as planning, monitoring, control and evaluation skills (Whitebread et al, 2009); emotion and motivational regulation (Schraw, Crippen & Hartley, 2006; Whitebread et al, 2009); inhibitory control (Eisenberg, et al, 2010; McCelland, Cameron, Conor, Farris, Jewkes & Morrison, 2007) and attention control skills (Eisenberg et al, 2010; Kochanska, Murray & Harlan, 2000) are the ones defined as a component of this concept

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