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Journals / International Journal of Assessment Tools in Education / 2026 / Volume: 13 Issue: 2

Preschool education as a bridge between parenting self-efficacy and risky play: A mediation analysis

Esra Ünlüer(KOCAELİ ÜNİVERSİTESİ)0000-0003-4964-095X
Hatice Gözde Ertürk Kara(KOCAELİ ÜNİVERSİTESİ, EĞİTİM FAKÜLTESİ)0000-0001-7895-8938
Neslihan Tuğçe Özyeter(KOCAELİ ÜNİVERSİTESİ)0000-0003-1558-1293
Pages
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Publication Date
2026-02-15
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AI Summary & Key Takeaways

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

The findings revealed that children’s preschool education durations played a mediating role in the relationship between mothers' parenting self-efficacy beliefs and allowing risky play.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study examines the mediating role of children's preschool education duration in the relationship between parenting self-efficacy and allowing risky play.
📊
Key Findings & Data:The participants were 479 Turkish mothers.
💡
Conclusion & Impact:The findings revealed that children’s preschool education durations played a mediating role in the relationship between mothers' parenting self-efficacy beliefs and allowing risky play.
🔬Design:Research Article
📍Scope:Comprehensive Sample
⚙️Variables:Preschool education · Parenting self-efficacy · Parenting attitudes

Abstract

This study examines the mediating role of children's preschool education duration in the relationship between parenting self-efficacy and allowing risky play. The cross-sectional quantitative research design was employed. The participants were 479 Turkish mothers. The data were collected using the Berkeley Parenting Self-Efficacy Scale Revised (to assess parents' perceived effectiveness), the Scale for Allowing Risky Play (to measure attitudes toward risky play), and a demographic information form (to gather participant characteristics). To investigate the mediation effect, bootstrapping technique was applied to the data. The findings revealed that children’s preschool education durations played a mediating role in the relationship between mothers' parenting self-efficacy beliefs and allowing risky play. The results highlight the importance of preschool education duration in shaping the link between parenting self-efficacy and mothers’ attitudes toward risky play. These findings may inform the development of intervention programs aimed at strengthening parental efficacy and promoting balanced approaches to children’s risky play opportunities.

Özet

This study examines the mediating role of children's preschool education duration in the relationship between parenting self-efficacy and allowing risky play. The cross-sectional quantitative research design was employed. The participants were 479 Turkish mothers. The data were collected using the Berkeley Parenting Self-Efficacy Scale Revised (to assess parents' perceived effectiveness), the Scale for Allowing Risky Play (to measure attitudes toward risky play), and a demographic information form (to gather participant characteristics). To investigate the mediation effect, bootstrapping technique was applied to the data. The findings revealed that children’s preschool education durations played a mediating role in the relationship between mothers' parenting self-efficacy beliefs and allowing risky play. The results highlight the importance of preschool education duration in shaping the link between parenting self-efficacy and mothers’ attitudes toward risky play. These findings may inform the development of intervention programs aimed at strengthening parental efficacy and promoting balanced approaches to children’s risky play opportunities.

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Cite This Article

Ünlüer, E., Kara, H. G. E., Özyeter, N. T. (2026). Preschool education as a bridge between parenting self-efficacy and risky play: A mediation analysis. International Journal of Assessment Tools in Education, Volume: 13 Issue: 2. https://doi.org/10.21449/ijate.1672031

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