The Relation between Parental Involvement and School Readiness: The Mediating Role of Preschoolers' Self-Regulation Skills

Autor/inn/en	Polat, Özgül; Bayindir, Dilan
Titel	The Relation between Parental Involvement and School Readiness: The Mediating Role of Preschoolers' Self-Regulation Skills
Quelle	In: Early Child Development and Care, 192 (2022) 6, S.845-860 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Polat, Özgül) ORCID (Bayindir, Dilan)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2020.1806255
Schlagwörter	Parent Participation; School Readiness; Correlation; Metacognition; Parent Child Relationship; Structural Equation Models; Role; Preschool Children; Preschool Education; Self Control; Measures (Individuals); Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Elternmitwirkung; Readiness for school; School ability; Schulreife; Korrelation; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rollen; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Selbstbeherrschung; Messdaten; Ausland; Türkei
Abstract	This study investigates the relations between school readiness and self-regulation skills of preschool children and parental involvement towards education of their preschool children. More specifically, we focused on the mediation role of preschoolers' self-regulation skills on the relation between parental involvement and school readiness. The sample of the study includes 277 children, their parents (both mothers and fathers) and preschool teachers. Structural equation model was used to test the model. It is shown that the parental involvement and self-regulation skills are significantly related to children's school readiness. We also examined if self-regulation mediated the relation between parental involvement and school readiness and observed that the indirect effect of self-regulation skills from parental involvement to school readiness was not significant. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01