Association Between Emotional Competence and Adjustment to Preschool: The Mediating Role of Self-Regulation

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dc.contributor.authorSarac, Seda
dc.contributor.authorOgelman, Hülya Gülay
dc.date.accessioned2025-03-23T18:54:31Z
dc.date.available2025-03-23T18:54:31Z
dc.date.issued2025
dc.departmentSinop Üniversitesi
dc.description.abstractAdjustment to preschool in early childhood refers to children's successful adaptation to the preschool environment. Attitudes towards school, and therefore school achievement in the subsequent years, are directly related to the child's adjustment to preschool. Children’s emotional competence and self-regulation are two important child-level factors affecting children’s adjustment to preschool. This descriptive study aimed to explore whether self-regulation acts as a mediator between emotional competence and the preschool adjustment of children. The mediation model was evaluated using linear and hierarchical regression analyses, along with a Sobel test. A total of 628 children (294 female; 334 male) from Istanbul participated in the study. Teachers (n= 53) who had known the children for at least two months before the study provided data. The study's results indicated that emotional competence and self-regulation are significant predictors of school adjustment. Notably, self-regulation partially mediates the association between emotional competence and preschool adjustment. Consequently, there exists an indirect link between emotional competence and preschool adjustment. The study highlighted the crucial role of self-regulation in mediating the relationship between emotional competence and school adjustment in preschool children. Findings suggested that strong emotional and self-regulation skills facilitate adaptation to preschool, whereas deficiencies in these areas lead to adjustment difficulties.
dc.identifier.doi10.17275/per.25.17.12.2
dc.identifier.doihttps://doi.org/10.17275/per.25.17.12.2
dc.identifier.endpage37
dc.identifier.issn2148-6123
dc.identifier.issue2
dc.identifier.startpage20
dc.identifier.urihttps://hdl.handle.net/11486/2255
dc.identifier.volume12
dc.language.isoen
dc.publisherÖzgen KORKMAZ
dc.relation.ispartofParticipatory Educational Research
dc.relation.publicationcategoryMakale - Ulusal Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.snmzKA_DergiPark_20250323
dc.subjectadjustment to preschool
dc.subjectemotional competence
dc.subjectself-regulation
dc.subjectpreschool
dc.titleAssociation Between Emotional Competence and Adjustment to Preschool: The Mediating Role of Self-Regulation
dc.typeArticle

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