Self-Regulation Mediates the Link between Family Context and Socioemotional Competence in Turkish Preschoolers

Autor/inn/en	Gündüz, Gizem; Yagmurlu, Bilge; Harma, Mehmet
Titel	Self-Regulation Mediates the Link between Family Context and Socioemotional Competence in Turkish Preschoolers
Quelle	In: Early Education and Development, 26 (2015) 5-6, S.729-748 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2015.985148
Schlagwörter	Foreign Countries; Self Control; Executive Function; Preschool Children; Emotional Development; Social Development; Child Rearing; Parenting Styles; Socioeconomic Status; Well Being; Mental Health; Mothers; Depression (Psychology); Parent Attitudes; Teacher Attitudes; Structural Equation Models; Power Structure; Preschool Education; Affective Behavior; Questionnaires; Likert Scales; Empathy; Interpersonal Competence; Rating Scales; Turkey; Beck Depression Inventory + Suchen Sie Ihr Suchwort? Ausland; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Gefühlsbildung; Soziale Entwicklung; Kindererziehung; Socio-economic status; Sozioökonomischer Status; Well-being; Wellness; Wohlbefinden; Psychohygiene; Mother; Mutter; Elternverhalten; Lehrerverhalten; Affective disturbance; Active behaviour; Affektive Störung; Fragebogen; Likert-Skala; Empathie; Interpersonale Kompetenz; Rating-Skala; Türkei
Abstract	Research Findings: In this study, we examined self-regulatory skills, namely, effortful control and executive function, in Turkish preschoolers (N = 217) and their mediating roles in the associations between parenting and children's socioemotional competence. We also investigated the role of family socioeconomic status and maternal psychological well-being in these concurrent associations. Mother reports were used for maternal depressive symptoms, parenting behaviors, and children's effortful control. Individual assessment was utilized for executive function, and socioemotional competence was assessed via multiple methods (mother report, teacher report, and individual assessments). Structural equation modeling results showed that effortful control mediated the paths from power-assertion to children's socioemotional competence. The pathway extending from depressive symptoms to socioemotional competency was mediated by power-assertiveness and effortful control. Socioeconomic status was not associated with socioemotional competence through either parenting or self-regulatory constructs. Practice or Policy: The results revealed that even moderate levels of depressive feelings experienced by mothers presented a risk factor for early effortful control and socioemotional development in young children through increasing harsh child rearing. These findings suggest that, given its potential role in the development of early fundamental abilities, it is important to take precautions against adverse effects of even low levels of maternal depression. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01