Investigation of the relationship of parents' related to gender roles and their in-game behaviors and academic self-respects of children between 36-72 months (Bayburt province example)

The aim of this study is to examine the relationship between parents' perceptions of gender roles and the in-game behaviors and academic self-esteem of 36-72 month-old children attending pre-school education. The research is in relational screening model and its sample consists of 180 children, 179 parents and 25 teachers living in Bayburt. As a data collection tool in the research; 'Gender Equality Scale', 'Play Behavior Scale for 36-71 Months-old Children', 'Academic Self-Esteem Scale' and 'Personal Information Form' were used. The obtained data were analyzed with the help of statistical package program. Independent t-Test, One-Way Analysis of Variance, Tukey Test, one of the Post-Hoc tests, and Pearson Correlation Analysis were applied to determine the relational statuses on the data. As a result of the research, it was concluded that there was a significant difference (p<0.05) in the perceptions of parents regarding gender roles in the sub-dimension of 'Men are Superior' sub-dimension, according to the age and gender of their children, the age of the mother, the education level and employment status, and the age and education level of the father. In the sub-dimension of 'The Understanding That Makes Women Addicted to Men', it was determined that there was a significant difference (p<0.05) according to the age of the children, the education level and working status of the mother, and the age, education level and working status of the father. It was concluded that while girls exhibited more parallel and social play behaviors, boys exhibited silent, solitary and rough play behavior. It was observed that the academic self-esteem of the girls was higher than that of the boys. It is seen that there is an inversely significant relationship between in-game behaviors and academic self-esteem (p<0.05), and a direct and significant relationship between social play and academic self-esteem (p<0.05). Keywords: Gender roles, in-game behavior, academic self-esteem.