The relationship between motherhood styles and preschool children's social emotional adjustment and academic self-esteem.

The purpose of this research is to determine the relationship between the social cohesion and academic self- esteem of preschool children with motherhood styles. The participants of the research consist of mothers of 620 children, aged 5-6 years and continuing to kindergarten and their teachers. Academic Self-Esteem Scale developed by Coopersmith and Gilbert (1982) and translated into Turkish by Cevher and Buluş (2006), Parental Attitude Scale (PAS) developed by Karabulut Demir and Şendil (2008) to evaluate motherhood styles, Marmara Social-Emotional Adjustment Scale developed by Işık (2006) to determine the children's social-emotional adjustment levels and Personal Information Form developed by the researcher to determine the demographic characteristics are used toevaluate the children's academic self-confidence in obtaining the research data. The t test and univariate analysis of variance (ANOVA) for unrelated samples were used to examine the differences in motherhood styles and social emotional adjustment of the children and their academic self-esteem according to independent variables. In addition, simple linear correlation analysis was conducted to determine the relationship between the social cohesion and academic self-esteem of children with motherhood styles. As a result of the research; sub-dimensions of thesocial emotional adjustment scale except for the interaction with peers sub-dimension and overall social emotional adjustment score and academic self-esteem score differed significantly according to the gender of the child. Motherhood styles, social emotional adjustment and academic self-esteem differed significantly according to mother's education, occupation and family income. It has been understood that sub-dimensions of thesocial emotional adjustment scale except the interaction with peers sub-dimension differed significantly according to the occupation of the mother. It has been determined that there is a significant relationship between academic self-esteem (r=0.677; p<0.05) and the social emotional adjustment (r=0.679; p<0.05) and of preschool children with motherhood styles. It has been found that motherhood styles are a significant predictor of academic self-esteem (R²=0.459; p<0.05) and social emotional adjustment (R²=0.461; p<0.05) of preschool children.