Emotion regulation skills of 3-6 age group children and emotion regulation skills of mothers and life satisfaction

The aim of the study is to examine the predictors of emotion regulation skills and the variables that differentiate emotion regulation skills in children aged 3-6. In the present study, designed in line with a survey model as one of the quantitative methods, both a descriptive survey model and a relational survey model were used. In addition, the prediction of the mothers' life satisfaction and emotion regulation skills on their children's emotion regulation skills were examined by using predictor relation analysis. The research was carried out through online forms with the voluntary participation of children studying in preschool educational institutions and their mothers. The study group consisted of 257 children aged 3-6 years who had been studying in preschool educational institutions during the fall semester of the 2021-2022 academic year and their 257 mothers. As data collection tools, "Demographic Information Form", "Emotion Adjustment Scale", "Emotion Regulation Scale" and "Adult Life Satisfaction Scale" were used in the study. Along with the descriptive statistics, relationship and difference statistics were used in the analysis of the data. Regression analysis was used in the prediction of the children's emotion regulation skills by their mothers' emotion regulation skills and life satisfaction, and an independent group t-test, one-way analysis of variance (ANOVA) were used to determine whether the emotion regulation skills of children differed with respect to the demographic characteristics of the children. It was found that the change in children's emotion regulation skills could be explained by the life satisfaction and emotion regulation skills of mothers. Furthermore, significant differences in children's emotion regulation skills or sub-dimensions of these skills were found based on the children's age, gender, number of siblings, and their mother's level of education. No significant difference was found in the emotion regulation skills of children depending on where they were born and raised.