A longitudinal study of the relationship between school adjustment and social problem solving skills of 5-6 year old children

The aim of the study was to longitudinally examine the predictive effects of social problem solving skills of 5-6 year old children on school adjustment. The sample group consisted of 160 children attending preschool education in Nevşehir. Personal Information Form, Teacher Rating Scale of School Adjustment for 5-6 Year Old Children, and Wally Social Problem Solving Test were used in the study. The findings revealed that there was no relationship between social problem solving skills in the fall and total school adjustment, classroom participation, school avoidance, self directiveness, but there was a relationship between school liking. In spring, no relationship was found between social problem solving skills and total school adjustment, school liking, school avoidance, and self directiveness. There was a relationship between social problem solving skills in spring and the level of classroom participation. There was a relationship between the fall and spring measurements of social problem solving, total school adjustment, school liking, classroom participation, school avoidance and self directiveness sub-dimensions. Total school adjustment in the fall predicted total school adjustment in the spring. Self directiveness in the fall predicted self directiveness in the spring. There is a relationship between social problem solving skills in the fall and total school adjustment in the spring. Social problem solving skills in the fall predicts total school adjustment in the spring. There is no relationship between social problem solving skills in fall and school liking in spring. There is a relationship between social problem solving skills in the fall and classroom participation in the spring. There is no relationship between social problem solving skills in the fall and school avoidance in the spring. There is a relationship between social problem solving skills in the fall and self directiveness in the spring. Social problem solving skills in fall predicts self directiveness in spring.