Ortak ebeveynlik ve çocuk rutinlerinin çocukların sosyal-duygusal yeterliliğindeki rolleri

The current study's main purpose was to examine the contributions of coparenting quality and child routines to children's social-emotional competence during the COVID-19. The current study also aimed to investigate the indirect effects of coparenting quality to children's social-emotional competence via child routines. The participants comprised 403 mothers of children between 23 and 102 months old (M = 59.23, SD = 10.92). Mothers reported their children's social-emotional competence, coparenting quality, and children's routines along with the effects of the COVID-19 pandemic. Results showed that coparental cooperation was positively, coparental conflict and triangulation were negatively associated with children's social-emotional competence. In addition, it was found that there was a positive association between child routines and children's social-emotional competence. Structural equation modeling (SEM) was used to test direct and indirect effects. The results showed that there was an indirect effect of coparenting on children's social-emotional competence through child routines. Overall, children with parents who showed higher coparenting quality tended to have children with more consistent routines and, in turn, more consistent child routines predicted higher levels of social-emotional competence. These findings suggest that coparenting and child routines may play a crucial role in the social-emotional competence of children. Findings are discussed considering their functioning during the COVID-19 pandemic. Limitations of the current study and future directions are also discussed.