Gelişim ve Psikoloji Dergisi

Yazarlar: Seda SARAÇ, Tuğba ABANOZ, Hülya GÜLAY OGELMAN

Konular:Eğitim, Eğitim Araştırmaları

DOI:10.51503/gpd.847786

Anahtar Kelimeler:Self-regulation,Working memory,Attention,Inhibitory control,Preschool,Parents

Özet: The aim of this study is to examine the self-regulation skills of preschool children in terms of gender and parent education variables. The participants were 2091 children aged between 60 and 72 months (M=63,660; SS: 10,896). It was found that girls’ scores are higher than boys in all dimensions of self-regulation (inhibitory control, attention and working memory) and total self regulation, and these differences were statistically significant for all dimensions. In addition, it was concluded that all dimensions (inhibitory control, attention and working memory) and total self regulation scores of the children increased as the educational status of both mothers and fathers increased. Mothers’ working status also contributed positively to children’s self-regulation skills, and children of working mothers had higher self-regulation scores.

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