Examining the listening skills of 48–72-month-old children attending preschool education in terms of self-regulation skills and problematic technology use

The purpose of this study is to examine the relationship between children's listening skills, sociodemographic variables, self-regulation levels, and technology usage situations. This research was designed as a survey model and quantitative methods. Its sample, which was selected through easily accessible sampling, consists of 304 children attending preschool education in Denizli city. The study data were collected using the "Personal Information Form", "The Listening Skills Assessment Scale for Preschool Children", "The Self-Regulation Skills Scale for 4–6-year-old Children", and "The Problematic Technology Use Scale for Children". Pearson Product Moments, t-test for Independent Groups, One-Way Analysis of Variance, Mann-Whitney U, Kruskal-Wallis, Sperman's rho, correlation tests, and Multiple Regression analysis were used to solve the sub-problems of the research. The findings of this study include sociodemographic variables such as child gender, age, fluent speech status, interest area, pre-sleep routine, presence of healthy eating habits, parents' education level, self-regulation total, inhibitory control, attention and working memory sub-dimensions, listening total. A moderate positive significant relationship was found between the cognitive and social sub-dimensions. With the total listening score, a weak negative relationship was found between the technology total, technology use continuity and resistance to control sub-dimensions. Attention and inhibitory control sub-dimensions of self-regulation skills, problematic technology use, resistance to control, deprivation-escape sub-dimensions, and other independent variables (child gender, child age distribution, presence of interest, fluent speaking status, parents' education level, school type, teacher's gender) were found to be significant predictors of listening skills.