Ebeveyn Tutumları, Davranış Problemleri ve Okula Hazır Bulunuşluk Arasındaki İlişkinin Öz Düzenlemenin Aracılık Etkisi İle İncelenmesi
The purpose of this study is to examine direct and indirect relationships between children’s self-regulation skills, school readiness and parenting styles, behavioral problems observed in children. Within the scope of research, mediatory effect of children’s self-regulation skills was examined in terms of relationship between parenting styles and school readiness and between behavioral problems among children and their school readiness. In accordance with the purpose of research, data was obtained from 140, 66-72-month-old children attending preschools affiliated to the Ministry of Education in Central district of Burdur province and from their parents in 2015-2016 academic year. Parents Attitude Scale (PAS) developed by Karabulut Demir and Şendil (2008) was used for determination of parents’ parenting styles; Preschool Behavior Problems Questionnaire (PBQ) developed by Behar (1974) and adapted into Turkish by Kanlıkılıçer (2005) was used for determination of children’s behavioral problems. Besides, Preschool Self-Regulation Assessment (PSRA) developed by Smith-Donald, Raver, Hayes and Richardson (2007) and adopted into Turkish by Fındık Tanrıbuyurdu and Güler Yıldız (2014) was used in determining children’s self-regulation skills; Metropolitan School Readiness Test - Sixth Version (MRT6) developed by Nurss and McGauvran (1995) adopted into Turkish by Erkan and Kırca (2010) was used to determine children’s schol readiness. Demographic information belonging to children and parents were obtained by Family Information Form developed by the researchers. In the research, using multiple regression analysis and hierarchical regression analysis, it was tested whether parenting styles affected behavioral problems observed among children and their school readiness. Children’s self-regulation skills were examined, and significance of indirect effect in mediatory model was tested using Sobel test. As a result of analyses, model’s power of effect was not found significant in mediatory model for parenting styles. However, partial mediatory effect was found between children’s self-regulation skills, behavioral problems and their school readiness. Moreover, when direct and indirect effects between variables were examined, attention/impulse control skills among children’s self-regulation skills showed partial mediatory effect between children’s school readiness and their being anxious/tearful. Research results shows that children’s anxious/tearful behavior negatively affects their attention/impulse control skills, and on the other hand, children’s attention/impulse control skills positively affect their school readiness. Research findings have been discussed within the scope of school readiness model, and suggestions are made for researchers and practitioners in line with these results.