SavedAdd your journal

Journals / Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi / 2026 / Volume: 13 Issue: 1

Parental Influence on Children's School Adjustment Levels in the Early Years

Derya Atalay(ığdır üniversitesi)0000-0001-9043-0407
Pages
—
Publication Date
2026-04-30
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Conclusion: The study emphasized the importance of parental attitudes in supporting children's social-emotional adaptation and offered suggestions for future research.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Objectives: The purpose of the study was to examine the effects of parental attitudes on the social-emotional adjustment levels of preschool children.
📊
Key Findings & Data:Materials and Methods: The study group consisted of 408 preschool teachers and 408 parents who assessed the social-emotional adjustment levels of their children.
💡
Conclusion & Impact:Conclusion: The study emphasized the importance of parental attitudes in supporting children's social-emotional adaptation and offered suggestions for future research.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Parenting styles · Social-emotional adjustment · Preschool children

Abstract

Objectives: The purpose of the study was to examine the effects of parental attitudes on the social-emotional adjustment levels of preschool children. Materials and Methods: The study group consisted of 408 preschool teachers and 408 parents who assessed the social-emotional adjustment levels of their children. Data were collected using the "General Information Form," the "Marmara Social-Emotional Adjustment Scale (MSEAS-5-Year-Old Children)," and the "Parenting Attitude Scale (PAS) - Form A." Descriptive statistics, Pearson correlation, Tukey HSD post hoc test, and structural regression analysis were used in data analysis. Results: As a result, a significant relationship was determined between children's social-emotional adjustment and parental attitudes such as democratic attitude and oppressive-authoritarian attitude. Democratic attitude levels were found to be a positive and significant predictor of children's social-emotional adjustment levels, while oppressive-authoritarian attitude levels were not. Significant differences were also found in social adaptation levels based on the child's gender and the father's education level. Conclusion: The study emphasized the importance of parental attitudes in supporting children's social-emotional adaptation and offered suggestions for future research.

🔖

Cite This Article

Atalay, D. (2026). Parental Influence on Children's School Adjustment Levels in the Early Years. Hacettepe Üniversitesi Sağlık Bilimleri Fakültesi Dergisi, Volume: 13 Issue: 1. https://doi.org/10.21020/husbfd.1754400

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (38)

  1. Ainsworth, M. D. S. (1978). The bowlby-ainsworth attachment theory. Behavioral and Brain Sciences, 1(3), 436-438. https://doi.org/10.1017/S0140525X00075828
  2. Alpgan, Ö., Kara, T. &Yılmaz, S. (2018). Ebeveyn tutumlarının çocukların okula hazır olma durumuna etkisi ve ilişkili faktörler. Medical Journal of Bakirkoy, 14(4), 408-414. https://doi.org/10.4274/BTDMJB.20180326021029
  3. Atalay, D. & Özyürek, A. (2021). Ergenlerde duygu düzenleme stratejileri ve ebeveyn tutumları arasındaki ilişkinin incelenmesi. Milli Eğitim Dergisi, 50(230), 815-834. https://doi.org/10.37669/milliegitim.707741
  4. Baker, C. N., & Hoerger, M. (2012). Parental child-rearing strategies influence self-regulation, socio-emotional adjustment, and psychopathology in early adulthood: Evidence from a retrospective cohort study. Personality and Individual Differences, 52(7), 800-805. https://doi.org/10.1016/j.paid.2011.12.034
  5. Baumrind, D. (1996). The discipline controversy revisited. Family Relations, 45(4), 405-414. https://doi.org/10.2307/585170
  6. Bowlby, J. (1982). Attachment and loss: retrospect and prospect. American Journal of Orthopsychiatry, 52(4), 664. https://doi.org/10.1111/j.1939-0025.1982.tb01456.x
  7. Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  8. Canabakan Koç, N. (2015). Okul öncesi dönem adaptasyon sürecinde ayrılık anksiyetesi bozukluğu geliştirmiş 48-66 aylık çocuklarda ebeveyn tutumlarının etkisi [Unpublished master's thesis]. Beykent University.
  9. Creswell, J.W. (2012). Research design: Qualitative, quantitative, and mixed methods approach (4th ed.). Sage Publications Inc.
  10. Denham, S. A. (2006). Social-emotional competence as support for school readiness: What is it and how do we assess it?. Early Education and Development, 17(1), 57-89. https://doi.org/10.1207/s15566935eed1701_4
  11. Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). Social-emotional competence: an essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408–416. d https://doi.org/10.1111/cdev.12739
  12. Eisenberg, N., & Mussen, P. H. (1989). The roots of prosocial behavior in children. Cambridge University Press.
  13. Eisenberg, N., Fabes, R. & Losoya, S. (1997). Emotional responding: Regulation, social correlates, and socialization. In P. Salovey & D. Sluyter (Eds.), Emotional development and emotional intelligence: Educational implications içinde (pp. 129–167). Basic Books
  14. Fantuzzo, J., Bulotsky-Shearer, R., McDermott, P. A., McWayne, C., Frye, D. & Perlman, S. (2007). Investigation of dimensions of social–emotional classroom behavior and school readiness for low-income urban preschool children. School Psychology Review, 36(1), 44–62. https://doi.org/10.1080/02796015.2007.12087951
  15. Field, A. (2018). Discovering statistics using IBM SPSS Statistics (5th ed.). Sage Publications.
  16. Flouri, E. & Midouhas, E. (2017). Environmental Adversity and Children’s Early Trajectories of Problem Behavior: The Role of Harsh Parental Discipline. Journal of Family Psychology, 31(2), 234-243. https://doi.org/10.1037/fam0000258
  17. Güler, H. (2016). İlkokul 1. sınıfa başlayan öğrencilerin okula başlama yaşına göre okula uyumlarının ve okuma-yazma becerilerinin incelenmesi. Yayımlanmamış yüksek lisans tezi. Giresun Üniversitesi, Giresun.
  18. Güven, Y., & Işık, B. (2006). Beş yaş çocukları için Marmara Sosyal Duygusal Uyum Ölçeği’nin (MASDU-5 yaş) geçerlik ve güvenirlik çalışması. Marmara Üniversitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 23(23), 125–142.
  19. Ihmeideh, F. M. (2014). The effect of electronic boks on enhancing emergent literacy skills of pre-school children. Computers & Education, 79, 40-48. https://doi.org/10.1016/j.compedu.2014.07.008
  20. Kahraman, P. B. (2018). Okul öncesi dönem çocuklarının okula uyum sürecine ilişkin anaokulu öğretmenlerinin ve annelerinin görüşleri. Erken Çocukluk Çalışmaları Dergisi, 2(1), 3-20. https://doi.org/10.24130/eccd-jecs.196720182144
  21. Korkmaz, H. İ. (2019). Ebeveyn paylaşımlarının okul öncesi eğitime katılım açısından incelenmesi. International Journal of Field Education, 5(1), 42-56. https://doi.org/10.32570/ijofe.508044
  22. Kline, R. B. (2016). Principles and practice of structural equation modeling (4th ed.). The Guilford Press.
  23. Lamb, M. E., & Tamis-Lemonda, C. S. (2004). The role of the father. In M. E. Lamb (Ed.), The role of the father in child development (4. Baskı, pp. 100-105). Wiley.
  24. Nunnally, J. C. (1967). Psychometic theory. McGraw Hill.
  25. Ochsner, K. N., Silvers, J. A., & Buhle, J. T. (2012). Functional imaging studies of emotion regulation: a synthetic review and evolving model of the cognitive control of emotion. Annals of the New York Academy of Sciences, 1251(1), E1-E24. https://doi.org/10.1111/j.1749-6632.2012.06751.x
  26. OECD (2015). Skills for social progress: The power of social and emotional skills. OECD Publishing. https://doi.org/10.1787/9789264226159-en
  27. Ogelman, H. G., Önder, A., Seçer, Z., & Erten, H. (2013). Anne tutumlarının 5-6 yaş çocuklarının sosyal becerilerini ve okula uyumlarının yordayıcı etkisi. Selçuk Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 29, 143-152.
  28. Özen Altınkaynak, Ş. & Akman, B. (2019). Okul öncesi dönemdeki çocukların okula uyum becerilerine anne baba tutumlarının etkisi. Toplum ve Sosyal Hizmet, 30(1), 19-36. https://doi.org/10.33417/tsh.516679
  29. Özyürek, A. (2017). Okul öncesi çocuğa sahip anne-babalara yönelik “Çocuk Yetiştirmeye İlişkin Anne Baba Görüşleri Ölçeği” ve “Anne-Baba Tutum Ölçeği” geliştirme çalışması. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 2(1), 26-38.
  30. Rahimah, R. & Koto, I. (2022). Implications of parenting in the development of early childhood social attitudes. International Journal Reglement & Society, 3(2), 129-133.
  31. Raver, C., C. & Knitzer, J. (2002). Ready to enter: What research tells policymakers about strategies to promote social and emotional school readiness among three- and four-year-old children. National Center for Children in Poverty. https://doi.org/10.7916/D82V2QVX
  32. Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
  33. Tuzcuoğlu, N., Azkeskin, K. E., Küsmüş, G. İ. & Cengiz, Ö. (2019). Okul öncesi dönem çocuklarının öz düzenleme becerileri ile benlik algıları arasındaki ilişkinin incelenmesi. IBAD Sosyal Bilimler Dergisi, Özel Sayı, 607-623. https://doi.org/10.21733/ibad.613920
  34. Unutkan. Ö. P. (2003). Marmara ilköğretime hazır oluş ölçeğinin geliştirilmesi ve standardizasyonu [Unpublished doctoral dissertation]. Marmara University.
  35. Wu, C. S. T., Wong, H. T., Yu, K. F., Fok, K. W., Yeung, S. M., Lam, C. H., & Liu, K. M. (2016). Parenting Approaches, Family Functionality, and İnternet Addiction Among Hong Kong Adolescents. BMC Pediatrics, 16(1), 130. https://doi.org/10.1186/s12887-016-0666-y
  36. Yalçın, V. (2016). Okul öncesi dönem çocuklarının okula uyum süreci ile ebeveynlerinin çocuk yetiştirme tutumları arasındaki ilişki [Unpublished master's thesis]. Anadolu University.
  37. Yeh, C. C. (2014). Taiwanese students’ experiences and attitudes towards English-medium courses in tertiary education. RELC Journal, 45(3), 305-319. https://doi.org/10.1177/0033688214555358
  38. Yılmaz, Y. (2003). Okulöncesi eğitim kurumlarına devam eden altı yaş grubu çocukları için okul olgunluğu kontrol listesi geliştirilmesi. Yayınlanmamış Yüksek Lisans Tezi, Hacettepe Üniversitesi Sağlık Bilimleri Enstitüsü, Ankara.