The mediating role of emotion regulation in the temperature, executive functional skills and social behaviors of preschool children

The aim of this study is to examine the mediating role of emotion regulation skills in the temperament characteristics, executive function skills, social behaviors, relationships with their mothers, fathers, teachers and peers, and social-emotional adjustment of 48-72 month-old children attending preschool education and determining the predictive role of mothers, fathers and teachers' emotion regulation skills in children's emotion regulation skills. This research was carried out in the predictive correlational research design. The research was carried out in two stages: scale development and testing of models. In the first stage, 303 preschool teachers, determined by maximum diversity sampling, took part. In the second stage, the sample consisted of 655 children aged 48-72 months attending preschool education in preschools and kindergartens in the seven central districts of Ankara, whose mothers (f=655), fathers (f=655) and teachers (f=176) were determined by maximum diversity sampling. ) has been created. As a result of the Principal Components Analysis (PCA) of the Preschool Teacher Emotion Regulation Scale (PTERS), it was decided that it consisted of three factors and 27 items. As a result of Confirmatory Factor Analysis (CFA), it was seen that a structure that provides model-data fit could be defined (χ2 /sd=1.53, RMSEA=0.049, NNFI= 0.98, CFI=0.98, NFI =0.94, GFI=0.75, AGFI= 0.70, IFI=0.98). Test-retest reliability levels for the sub-dimensions of the scale were calculated as .80, .67, .86 and Cronbach's alpha coefficients were calculated as .91, .86, .75, respectively. As a result of mediation effect analyzes and regression analyzes performed with Hayes's (2022) macros (Model 4), it has been found that emotional regulation skills have a mediating role in children's reactivity and persistence temperament characteristics, their relationships with their mothers, fathers, teachers, peers, and social-emotional adjustment; in children's the inhibitory control executive function skills and in their relations with their teachers and peers; in children's physical aggression behaviors and their relations with their mothers and peers; in children's prosocial behaviors and in relations with their fathers.