Investigation of Pre-School Childrens' Self-Concept in terms of Emotion Regulation Skill, Behavior and Emotional Status

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dc.contributor.authorArslan, Emel
dc.date.accessioned2024-02-23T14:44:47Z
dc.date.available2024-02-23T14:44:47Z
dc.date.issued2021
dc.departmentNEÜen_US
dc.description.abstractThe purpose of the present research is presenting the predictor relations between self-concept, emotion regulation, behaviour and emotional state among 5-6 years old children and test the model set in accordance with these relationships. The present research adopted the relational survey model, which is a sub-type of general survey model. The work group of the research consists of 263 children (136 boys, and 127 girls), who were selected among students of various pre-schools schools. Data collection tools utilized for the present research are Purdue Self Concept Scale For Preschool (PSCS), Emotion Regulation Checklist (ERC) and Preschool Behavioural and Emotional Rating Scale (PreBERS). Structural equation modelling analysis was conducted to present the predictor relationships between self, emotion regulation, behaviour and emotional state among pre-school students and to investigate their effects. Structural equation modelling analysis was conducted in AMOS 19 software program. In the final model obtained in the present research (X-2 = 201.711, df= 71,p < .001), there were four exogenous (physical, academic, social and mother acceptance) and six endogenous behaviour and emotional state, emotion regulation (dz, oh, sg, aao, emotion regulation and variability negativity) data. The Bentler-Bonett normed fit index (NFI), The Tucker-Lewisco efficient fit index (TLI) and other fit indices showed that the model presented a good fit. According to the findings obtained with predictor relationships, there was a positive linear relationship between self and behaviour and emotional state and there was a positive linear relationship between self-concept and emotion regulation among pre-school students.en_US
dc.identifier.doi10.6018/analesps.364771
dc.identifier.endpage515en_US
dc.identifier.issn0212-9728
dc.identifier.issn1695-2294
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-85113137750en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage508en_US
dc.identifier.urihttps://doi.org/10.6018/analesps.364771
dc.identifier.urihttps://hdl.handle.net/20.500.12452/17119
dc.identifier.volume37en_US
dc.identifier.wosWOS:000684856300013en_US
dc.identifier.wosqualityQ3en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherUniv Murciaen_US
dc.relation.ispartofAnales De Psicologiaen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectEmotional Regulation Skillsen_US
dc.subjectSelf-Concepten_US
dc.subjectEmotional Status And Childrenen_US
dc.titleInvestigation of Pre-School Childrens' Self-Concept in terms of Emotion Regulation Skill, Behavior and Emotional Statusen_US
dc.typeArticleen_US

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