Research Article
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The Predictive Role of Emotion Regulation and Parental Attitudes in Psychological Resilience of Preschool Children

Year 2025, Volume: 22 Issue: 3, 503 - 517, 31.05.2025

Zeliha Özer Şahin , Aysel Esen Çoban

https://doi.org/10.26466/opusjsr.1684542

Abstract

This study aims to examine the relationships among emotion regulation skills, parenting attitudes, and psychological resilience in children aged 36 to 72 months during the preschool period. The research was conducted with 245 children attending various preschool institutions in Ankara, using a correlational research design, and the data were analyzed through hierarchical regression analysis. The findings revealed statistically significant relationships between children's psychological resilience and both their parents' attitudes and their emotion regulation skills. In particular, democratic parenting attitudes and positive emotion regulation skills were positively associated with psychological resilience. On the other hand, authoritarian and overprotective parenting attitudes, as well as negative emotion regulation, were found to be negatively associated with psychological resilience. Moreover, children’s emotion regulation skills were found to significantly predict various subdimensions of psychological resilience. For example, emotion regulation accounted for 20.4% of the variance in self-control, 15.3% in task orientation, 24.5% in emotional stability, 7.9% in assertiveness, 11.5% in communication, and 8.3% in enjoyment of exploration. These findings indicate that parenting styles and children's ability to regulate emotions play a decisive role in supporting psychological resilience during early childhood.

Keywords

Early childhood emotion regulation parental attitudes psychological resilience social emotional development

Ethical Statement

The article includes statements regarding ethical approval and conflict of interest.

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Okul Öncesi Çocuklarda Duygu Düzenleme ve Ebeveyn Tutumlarının Psikolojik Sağlamlık Üzerindeki Yordayıcı Rolü

Year 2025, Volume: 22 Issue: 3, 503 - 517, 31.05.2025

Zeliha Özer Şahin , Aysel Esen Çoban

https://doi.org/10.26466/opusjsr.1684542

Abstract

Bu araştırma, 36-72 aylık okul öncesi dönemdeki çocukların duygu düzenleme becerileri, ebeveyn tutumları ve psikolojik sağlamlıkları arasındaki ilişkileri ortaya koymayı amaçlamaktadır. Ankara’da bulunan çeşitli okul öncesi eğitim kurumlarında öğrenim gören toplam 245 çocuk ile yürütülen çalışmada korelasyonel araştırma deseni kullanılmış ve elde edilen veriler hiyerarşik regresyon analizi yöntemiyle değerlendirilmiştir. Araştırma bulguları, çocukların psikolojik sağlamlık düzeyleri ile ebeveynlerinin benimsediği tutumlar ve çocukların duygu düzenleme becerileri arasında istatistiksel olarak anlamlı ilişkiler bulunduğunu ortaya koymuştur. Özellikle demokratik ebeveyn tutumları ile çocukların olumlu duygu düzenleme becerileri, psikolojik sağlamlıkla pozitif yönde ilişkilidir. Buna karşılık, otoriter ve aşırı koruyucu ebeveyn tutumları ile olumsuz duygu düzenleme becerileri psikolojik sağlamlıkla negatif yönde ilişki göstermiştir. Ayrıca, çocukların duygu düzenleme becerilerinin psikolojik sağlamlığın bazı alt boyutlarını anlamlı düzeyde yordadığı belirlenmiştir. Örneğin, çocukların özkontrol düzeyindeki değişimin %20.4’ü, görev yönelimi düzeyindeki değişimin %15.3’ü, duygusal istikrar düzeyindeki değişimin %24.5’i, atılganlık düzeyindeki değişimin %7.9’u, iletişim kurma düzeyindeki değişimin %11.5’i ve keşfetmeye yönelik ilgideki değişimin %8.3’ü duygu düzenleme becerileriyle açıklanabilmektedir. Bu bulgular, erken çocukluk döneminde ebeveyn tutumlarının ve duygu düzenleme becerilerinin çocukların psikolojik dayanıklılığı üzerinde belirleyici bir rol oynadığını göstermektedir

Keywords

Duygu düzenleme ebeveyn tutumları okul öncesi dönem psikolojik sağlamlık sosyal duygusal gelişim

References

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  • Batum, P., & Yağmurlu, B. (2007). Duygu düzenleme ölçeği: Okul öncesi ve okul çağı çocukları için geçerlik ve güvenirlik çalışması. Türk Psikoloji Yazıları, 10(20), 13–23.
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  • Bayındır, D., Balaban Dağal, A., & Önder, A. (2018). Türkiye’deki 60–72 aylık çocuklarda duygu düzenleme becerilerinin ego sağlamlık düzeylerine göre incelenmesi. Adıyaman Üniversitesi Sosyal Bilimler Enstitüsü Dergisi (29), 377–400. https://doi.org/10.14520/adyusbd.387131
  • Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
  • Catalano, H., Rus, A., Dohotaru, A.-I., & Jeder, D. (2024). Parenting styles and children’s wellbeing. Revista Romaneasca pentru Educatie Multidimensionala, 16(4), 231–255. https://doi.org/10.18662/rrem/16.4/914
  • Chen, H., Hong, Q., Xu, J., Liu, F., Wen, Y., & Gu, X. (2021). Resilience coping in preschool children: The role of emotional ability, age, and gender. International Journal of Environmental Research and Public Health, 18(9), 5027. https://doi.org/10.3390/ijerph18095027
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  • Eisenberg, N., Spinrad, T. L., & Eggum, N. D. (2010). Emotion-related self-regulation and its relation to children's maladjustment. Annual Review of Clinical Psychology, 6, 495–525.
  • Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed.). McGraw-Hill.
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  • Gülay Ogelman, H., & Önder, A. (2019). Emotional regulation strategies of 5–6-year-old children and their levels of resiliency. Early Child Development and Care, 191(2), 221–229. https://doi.org/10.1080/03004430.2019.1613650
  • Gülay Ogelman, H., & Önder, A. (2021). Okul öncesi dönem çocuklarının psikolojik dayanıklılıklarının duygu düzenleme becerileri üzerindeki etkisinin incelenmesi. Sakarya Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 14–29. https://doi.org/10.53629/sakaefd.1409551
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  • Gross, J. J., & John, O. P. (2003). Individual differences in two emotion regulation processes: Implications for affect, relationships, and well-being. Journal of Personality and Social Psychology, 85(2), 348–362. https://doi.org/10.1037/-0022-3514.85.2.348
  • Hudson, J., & Pulla, V. (2013). Emotion regulation in children: Towards a resilience framework. In Perspectives on coping and resilience (pp. 100–121). Authors Press.
  • Kalisch, R., Cramer, A. O. J., Binder, H., Fritz, J., Leertouwer, I. J., Lunansky, G., ... & van Harmelen, A.-L. (2019). Deconstructing and reconstructing resilience: A dynamic network approach. Perspectives on Psychological Science, 14(5), 765–777. https://doi.org/10.1177/-1745691619855637
  • Karabulut Demir, N., & Şendil, G. (2008). Anne baba tutum ölçeği: Geçerlik ve güvenirlik çalışması. Türk Psikolojik Danışma ve Rehberlik Dergisi, 3(30), 15–23.
  • Kay, S. A. (2016). Emotion regulation and resilience: Overlooked connections. Industrial and Organizational Psychology: Perspectives on Science and Practice, 9(2), 411–415. https://doi.org/10.-1017/iop.2016.31
  • Kay, S. A., & Merlo, K. L. (2020). Emotion regulation as a process to foster resilience. In E. Powley, B. B. Caza, & A. Caza (Eds.), Research handbook on organizational resilience (pp. 86–101). Edward Elgar Publishing. https://doi.org-/10.4337/9781788112215.00014
  • Kayabalı, H., & Özbey, S. (2024). Okul öncesinde sosyal beceri eğitimi: Psikolojik sağlamlık üzerine etkisi. International Journal of Education & Well-Being, 2(2), 91–107. https://doi.-org/10.62416/ijwb-49
  • Liman, B. (2024a). Okul öncesi çocukların öz düzenleme becerilerinin ego sağlamlık düzeylerine etkisinin incelenmesi. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(2), 617-632. https://doi.org/10.17240/aibuefd.2024..-1325400
  • Liman, B. (2024b). Okul öncesi çocukların psikolojik sağlamlıklarının yordanmasında ebeveyn tutumlarının rolü. Abant İzzet Baysal Üniversitesi Eğitim Fakültesi Dergisi, 24(1), 1–20. https://dx.doi.org/10.17240/aibuefd.2024..-1325400
  • Luthar, S. S., Cicchetti, D., & Becker, B. (2000). The construct of resilience: A critical evaluation and guidelines for future work. Child Development, 71(3), 543–562. https://doi.org/10.-1111/1467-8624.00164
  • Masten, A. S. (2014). Ordinary magic: Resilience in development. Guilford Press.
  • Masten, A. S., & Motti-Stefanidi, F. (2020). Multisystem resilience for children and youth in disaster: Reflections in the context of COVID-19. In N. F. Reivich, S. M. Southwick, & B. T. Litz (Eds.), Resilience interventions for youth in diverse populations (pp. 233–246). Academic Press. https://doi.org/10.1016/B978-0-12-818564-9.00015-4
  • Masten, A. S., & Reed, M. G. J. (2002). Resilience in development. In C. R. Snyder & S. J. Lopez (Eds.), Handbook of positive psychology (pp. 74–88). Oxford University Press.
  • Mayr, T., & Ulich, M. (2009). Social‐emotional well‐being and resilience of children in early childhood settings - PERIK: An empirically based observation scale for practitioners. Early Years, 29(1), 45–57. https://doi.org/10.1080/-09575140802636290
  • Morris, A. S., Criss, M. M., Silk, J. S., & Houltberg, B. J. (2017). The impact of parenting on emotion regulation during childhood and adolescence. Child Development Perspectives, 11(4), 233–238. https://doi.org/10.1037/dev0001462
  • Morris, A. S., Silk, J. S., Steinberg, L., Myers, S. S., & Robinson, L. R. (2007). The role of the family context in the development of emotion regulation. Social Development, 16(2), 361–388. https://doi.org/10.1111/j.14679507.2007.00389.x
  • Özbey, S. (2019). Okul öncesi çocuklar için sosyal duygusal iyi oluş ve psikolojik sağlamlık ölçeğinin (PERİK) geçerlik güvenirlik çalışması. OPUS International Journal of Society Researches, 10(17), 756–786. https://doi.org/10.26466/opus.518062
  • Pallant, J. (2020). SPSS survival manual (7th ed.). McGraw-Hill Education.
  • Pinquart, M., & Gerke, D. C. (2019). Associations of parenting styles with self-esteem in children and adolescents: A meta-analysis. Journal of Youth and Adolescence, 48(3), 436–451.
  • Reed, K., Duncan, J. M., Lucier Greer, M., Fixelle, C., & Ferraro, A. J. (2016). Helicopter parenting and emerging adult self-efficacy: Implications for mental and physical health. Journal of Child and Family Studies, 25(10), 3136-3149. https://doi.org/10.1007/s10826-016-0466-x
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There are 54 citations in total.

Details

Primary Language English
Subjects Child and Adolescent Development
Journal Section Research Articles
Authors

Zeliha Özer Şahin 0000-0002-2956-6513

Aysel Esen Çoban 0000-0002-0631-0064

Early Pub Date May 27, 2025
Publication Date May 31, 2025
Submission Date April 26, 2025
Acceptance Date May 27, 2025
Published in Issue Year 2025 Volume: 22 Issue: 3

Cite

APA Özer Şahin, Z., & Esen Çoban, A. (2025). The Predictive Role of Emotion Regulation and Parental Attitudes in Psychological Resilience of Preschool Children. OPUS Journal of Society Research, 22(3), 503-517. https://doi.org/10.26466/opusjsr.1684542
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