Abstract
The purpose of this research was to examine the relationship between maternal acceptance-rejection levels and preschool children’s social competence and emotion regulation skills. The study group of the research, which was designed in survey method, consisted of 303 voluntary mother-child dyad. The participant children were attending a preschool in 2014-2015 academic year, in Istanbul and they were selected by random cluster sampling method. The “Personal Information Form”, the “Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ)”, the “Social Competence and Behavior Evaluation-30 (SCBE-30)” and the “Emotion Regulation Checklist” were used as data collection tools.As a result of the study, it has been found that there is a positive significant relationship between maternal acceptance level and children’s “Social Competence” subscale of SCBE-30 and their emotional regulation skills. In addition to this result, it has been found that maternal acceptance level didn’t differentiated according to age and gender of the child; however the average scores of PARQ’s “Warmth/Affection” subscale have been differentiated in favor of the girls. It has been found that “Social Competence” and “Anger-Aggression” subscales of SCBE-30 were significantly differentiated according to gender; “Anger-Aggression” scores of the boys were higher than the girls, whereas “Social Competence” scores of the girls were higher than the boys. Moreover, it has been found that “Lability-Negativity” subscale scores of Emotion Regulation Checklist have been differentiated according to gender; girls showing less labile/negative emotional reactions. Finally, it has been found that child’s social competence and emotional regulation skills increase as the age increases.
Highlights
The current study investigated the following research questions: (1) Is there a significant difference between girls’ and boys’ level of maternal acceptance-rejection, their social competence and emotion regulation skills? (2) Is there a difference between 5 year and 6 year olds’ level of maternal acceptance-rejection, their social competence and emotion regulation skills? (3) Is there a significant relationship between matrenal acceptance-rejection levels and children’s social competence? (4) Is there a significant relationship between maternal acceptance-rejection levels and children’s emotion regulation skills?
The research which investigates the relationship between maternal acceptance-rejection levels and children’s social competence and emotional regulation skills was introduced in survey model
Within the scope of the research, the tools used for data collection were Personal Information Form, Parental Acceptance-Rejection Questionnaire-Mother Form (PARQ), Social Competence and Behavior Evaluation-30 (SCBE-30) and Emotion Regulation Checklist
Summary
There are many studies showing that parenting characteristics are related to the child’s social development (Bigras & Dessen, 2002; Bohlin, Hagekull, & Anderson, 2005; Ladd, 1999; Tepeli & Yılmaz, 2013) and emotion regulation skills (Altan, 2006; Gilliom, Shaw, Beck, Schonberg, & Lukon, 2002; Hardy, Power, & Jaedicke, 1993; Kliewer, Fearnow, & Miller 1996; Metin, 2010; Tepeli, Yılmaz, & Kuyucu, 2014). One of the focus of the parenting studies is parental acceptance. Parental Acceptance-Rejection Theory (Rohner, 1984) provides a framework for studies investigate the effects of the parental acceptance for child’s well being. Parental Acceptance-Rejection Theory (PARTheory) argues that people need to get positive responses from the individuals who are important to them. The whole humanity has this need, regardless of culture, race, physical characteristics, social status, language, geography and the other similar restrictive conditions jel.ccsenet.org
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