The Role of Attachment to Mother and Father in Predicting Preschool Teachers' Life Skills and General Self-Efficacy

Yıl 2025, Cilt: 16 Sayı: 2, 2254 - 2273, 28.08.2025

Mehmet Güney , Şule Erden Özcan

https://doi.org/10.51460/baebd.1673712

Öz

The aim of this study is to examine the role of attachment to mother and father in predicting preschool teachers' life skills and general self-efficacy. The working group of the study, which was designed according to the relational survey model, consisted of 225 participants determined by convenience sampling method. Data were collected using the Life Skills Scale, General Self-Efficacy Scale and the Parental Attachment Recognition Scale. Pearson correlation analysis and multiple linear regression method were used to analyze the data. The findings revealed that preschool teachers developed a stronger attachment to their mothers compared to their fathers, and that there was a significant positive relationship between their life skills and general self-efficacy levels. In addition, attachment to mother and father together significantly predicted life skills and general self-efficacy. Attachment to mother and father explained 11.1% of life skills and 17.3% of general self-efficacy. While attachment to mother is a significant predictor of both life skills and general self-efficacy alone, attachment to father is not a significant predictor alone. In addition, a significant positive relationship was found between life skills and general self-efficacy. In conclusion, it is seen that perceived parental attachment plays an important role on preschool teachers' life skills and self-efficacy. The findings of the study were discussed within the framework of the literature and various suggestions for future research were presented.

Anahtar Kelimeler

Preschool Teacher , Life Skills , General Self-Efficacy , Mother Attachment , Father Attachment.

Okul Öncesi Öğretmenlerinin Yaşam Becerilerini ve Genel Öz Yeterliliklerini Yordamada Anne ve Babaya Bağlanmanın Rolü

Öz

Bu araştırmanın amacı, okul öncesi öğretmenlerinin yaşam becerileri ve genel öz yeterliliklerini yordamada anne ve babaya bağlanmanın rolünü incelemektir. İlişkisel tarama modeline göre tasarlanan araştırmanın çalışma grubunu uygun örnekleme yöntemiyle belirlenen 225 katılımcı oluşturmaktadır. Veriler, Yaşam Becerileri Ölçeği, Genel Öz Yeterlilik Ölçeği ve Ebeveyne Bağlanmayı Tanıma Ölçeği kullanılarak toplanmıştır. Verilerin analizinde Pearson korelasyon analizi ve çoklu doğrusal regresyon yöntemi kullanılmıştır. Bulgular, okul öncesi öğretmenlerinin annelerine, babalarına kıyasla daha güçlü bir bağ geliştirdiklerini ve yaşam becerileri ile genel öz yeterlilik düzeyleri arasında pozitif yönde anlamlı bir ilişki bulunduğunu ortaya koymuştur. Ayrıca, anneye ve babaya bağlanma birlikte ele alındığında yaşam becerilerini ve genel öz yeterliliği anlamlı düzeyde yordadığı bulunmuştur. Anne ve babaya bağlanma, yaşam becerilerinin %11,1’ini ve genel öz-yeterliliğin %17,3’ünü açıklamaktadır. Anneye bağlanma hem yaşam becerilerinin hem de genel öz-yeterliliğin tek başına anlamlı bir yordayıcısı iken, babaya bağlanma tek başına anlamlı bir yordayıcı değildir. Sonuç olarak, algılanan ebeveyn bağlanmasının okul öncesi öğretmenlerinin yaşam becerileri ve öz yeterlilikleri üzerinde önemli bir rol oynadığı görülmektedir. Araştırma bulguları literatür çerçevesinde tartışılarak, sonraki araştırmalara yönelik çeşitli öneriler sunulmuştur.

Anahtar Kelimeler

Okul Öncesi Öğretmeni , Yaşam Becerileri , Genel Öz Yeterlilik , Anneye Bağlanma , Babaya Bağlanma.

Kaynakça

• Adhikari, A., Mahato, R. C., & Sen, S. (2023). Anxiety, depression, stress, general self-efficacy and specific self-efficacy: Comparison among science and social science students. International Journal of Advanced Research in Science, Communication and Technology (IJARSCT), 3(1), 382-389. https://doi.org/10.48175/ijarsct-12056
• Ainsworth, M. D. S. (1982). The development of infant-mother attachment. In B. M. Caldwell, & H. N. Ricciuti (Eds.), In The beginning: Readings on infancy (pp. 133–143). Columbia University Press.
• Aktar, R., & Nahar, A. (2014). Parental acceptance, mental health and self-efficacy of adults in Bangladesh. IOSR Journal of Humanities and Social Science, 19(2), 1-7. https://doi.org/10.9790/0837-19240107
• Alhusen, J.L., Hayat, M. J. & Gross, D. (2013). A longitudinal study of maternal attachment and infant developmental outcomes. Arch Womens Ment Health, 16, 521–529 https://doi.org/10.1007/s00737-013-0357-8
• Azizli, N., Atkinson, B., Baughman, H., & Giammarco, E. (2015). Relationships between general self-efficacy, planning for the future, and life satisfaction. Personality and Individual Differences, 82, 58-60. https://doi.org/10.1016/j.paid.2015.03.006
• Baby. T., G., George, M., & Rani, D. (2022). Effects of life skill training on the self efficacy of ınstitutionalised children. International Journal of Research and Innovation in Social Science, 6(12), 2454-6186 https://doi.org/10.47772/ijriss.2022.61220
• Bachman, L. F. (2004). Statistical analyses for language assessment book. Cambridge University Press.
• Balaguer, Á., Benítez, E., Serrano, B., & Orejudo, S. (2023). Relationship between life skills and general self-efficacy. Validation of HVD-A scal. Psychology, Society & Education, 15(2), 66-75. https://doi.org/10.21071/psye.v15i2.16013
• Baltacı, A. (2018). Nitel araştırmalarda örnekleme yöntemleri ve örnek hacmi sorunsalı üzerine kavramsal bir inceleme. Bitlis Eren Üniversitesi Sosyal Bilimler Dergisi, 7(1), 231-274.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191–215. https://doi.org/10.1037/0033-295X.84.2.191
• Bandura, A. (1997). Self-efficacy: The exercise of control. W.H. Freeman and Company.
• Bandura, A. (2006). Adolescent development from an agentic perspective. In F. Pajares & T. Urdan (Eds.), Self-efficacy beliefs of adolescents (pp. 1-43). Greenwich.
• Bay, D. N. (2020). Investigation of the relationship between self-efficacy beliefs and classroom management skills of pre-school teachers. International Electronic Journal of Elementary Education, 12(4), 335-348. https://doi.org/10.26822/iejee.2020459463
• Bayar, Ö., & Tuzgöl Dost, M. (2018). Attachment style and perceived social support as predictors of self-compassion among university students. Hacettepe University Journal of Education, 33(3), 689-704. https://doi.org/10.16986/huje.2017029306
• Belli, M., Akcay, N., & Bal Yılmaz, H. (2021). Geçmişten Günümüze Değişen Babalık Rolü ve Çocuk Gelişimine Katkıları. Celal Bayar Üniversitesi Sağlık Bilimleri Enstitüsü Dergisi, 8(2), 366-371. https://doi.org/10.34087/cbusbed.806798
• Bolat, Y., & Balaman, F. (2017). Yaşam becerileri ölçeği: Geçerlik ve güvenirlik çalışması. İnsan ve Toplum Bilimleri Araştırmaları Dergisi, 6(4), 22-39.
• Bowlby, J. (1969). Attachment and loss. Basic Books.
• Bowlby, J. (1982). Attachment and loss: Retrospect and prospect. American Journal of Orthopsychiatry, 52(4), 664–678. https://doi.org/10.1111/j.1939-0025.1982.tb01456.x
• Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28(5), 759-775.
• Büyüköztürk, Ş. (2024). Sosyal bilimler için veri analizi el kitabı istatistik, araştırma deseni ve yorum. (31.baskı). Pegem Akademi.
• Cabrera, N. J., Fitzgerald, H. E., Bradley, R. H., & Roggman, L. (2014). The ecology of father-child relationships: An expanded model. Journal of Family Theory & Review, 6(4), 336-354.
• Cassidy, J., Jones, J. D., & Shaver, P. R. (2013). Contributions of attachment theory and research: A framework for future research, translation, and policy. Development and Psychopathology, 25(4pt2), 1415–1434. https://doi.org/10.1017/S0954579413000692
• Cayupe, J., Bernedo-Moreira, D., Morales-García, W., Alcaraz, F., Peña, K., Saintila, J., & Flores-Paredes, A. (2023). Self-efficacy, organizational commitment, workload as predictors of life satisfaction in elementary school teachers: the mediating role of job satisfaction. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1066321
• Collins, N. L., & Read, S. J. (1990). Adult attachment, working models, and relationship quality in dating couples. Journal of Personality and Social Psychology, 58(4), 644-663.
• Commodari, E. (2013). Preschool teacher attachment, school readiness and risk of learning difficulties. Early Childhood Research Quarterly, 28(1), 123-133 https://doi.org/10.1016/J.ECRESQ.2012.03.004
• Çimen Koçak, M., & Çelik, E. (2022). Investigation of the relationship between resilience, self-compassion, and attachment styles in ınterpersonal relationships ın married ındividuals. Bayburt Eğitim Fakültesi Dergisi, 17(36), 1426-1438. https://doi.org/10.35675/befdergi.1153406
• Dagan, O., & Sagi-Schwartz, A. (2018). Early Attachment Network with Mother and Father: An Unsettled Issue. Child Development Perspectives, 12(2), 115-121. https://doi.org/10.1111/CDEP.12272
• Demirtaş, A. S. (2019). Erken ergenlikte güvenli bağlanma ve öz-yeterlik: Umudun aracı rolü. Eğitim ve Bilim, 44(200), 175-190. http://dx.doi.org/10.15390/EB.2019.8100
• Dibaj, Z., Boromandfar, Z., & Maghsoudi, J. (2022). Effect of implementing a life skills program on the perceptions of aging and self-efficacy in postmenopausal women: A field trial. Iranian Journal of Nursing and Midwifery Research, 27(2), 157-162. https://doi.org/10.4103/ijnmr.ijnmr_3_21
• Erkal, S., Copur, Z., Dogan, N., & Safak, S. (2007). Examining the relationship between parents’ gender roles and responsibilities towards their children (A Turkish example). Social Behavior and Personality: An International Journal, 35(9), 1221-1234. https://doi.org/10.2224/sbp.2007.35.9.1221
• Gallistl, M., Kungl, M., Gabler, S., Kanske, P., Vrtička, P., & Engert, V. (2024). Attachment and inter-individual differences in empathy, compassion, and theory of mind abilities. Attachment & human development, 26(4), 1-16. https://doi.org/10.1080/14616734.2024.2376762
• García, P. S., Malonda-Vidal, E., Llorca, A., Muñoz‐Navarro, R., & Mestre-Escrivá, V. (2021). Victimization and peer and parents attachment: the mediating effect of regulatory emotional self-efficacy. International Journal of Environmental Research and Public Health, 18(4), 2062. https://doi.org/10.3390/ijerph18042062
• Gheitarani, B., Imani, S., Sadeghi, N., & Ghahari, S. (2017). Effectiveness of life skills training on self-efficacy and emotional intelligence among high school students in Urmia. Social Determinants of Health, 3(3), 160-166 https://doi.org/10.22037/SDH.V3I3.18053
• Göksu, Z., & Özmutlu, İ. (2023). Okul öncesi öğretmenlerinin genel öz yeterlilik algıları ile iş doyum düzeyleri arasındaki ilişki (Tekirdağ ili örneği). Trakya Eğitim Dergisi, 13(2), 1108-1124. https://doi.org/10.24315/tred.1120255
• Gözün Kahraman, Ö., Özyürek, A., & Puspıtasarı, I. (2024). Farklı Kültürlerden Ebeveynlerin ‘Aile’ ve ‘Çocuk’ Metaforları: Türkiye ve Endonezya Örneği. Değerler Eğitimi Dergisi, 22(47), 33-60. https://doi.org/10.34234/ded.1398343
• Grossmann, K. E., Grossmann, K., & Waters, E. (Eds.). (2005). Attachment from infancy to adulthood: The major longitudinal studies. Guilford Press.
• Grossmann, K., Grossmann, K. E., Fremmer-Bombik, E., Kindler, H., Scheuerer-Englisch, H., & Zimmermann, P. (2002). The uniqueness of the child–father attachment relationship: Fathers’ sensitive and challenging play as a pivotal variable in a 16-year longitudinal study. Social Development, 11(3), 307-331.
• Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961-968.
• Güler, K., & Tuncay, A. M. (2023). Investıgatıon of the relationship between early maladaptive schemas and attachment styles in adults with life satisfaction and the ability to express emotions. Asya Studies, 7(24), 299-310. https://doi.org/10.31455/asya.1196295
• Güngör, C., & Gül, İ. (2021). Öğretmen adaylarının öz yeterlik algıları ile mesleki kaygı düzeyleri arasındaki ilişki. Iğdır Üniversitesi Sosyal Bilimler Dergisi (25), 774-811.
• Hair Jr, J. F., Anderson, R. E., & Tatham, R. L. (1986). Multivariate data analysis with readings. Prentice-Hall.
• Hu, B. Y., Li, Y., Wang, C., Wu, H., & Vitiello, G. (2021). Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis. Early Childhood Research Quarterly, 55, 242-251. https://doi.org/10.1016/j.ecresq.2020.12.001
• Hvalby, L., Guldbrandsen, A., & Fandrem, H. (2024). Life skills in compulsory education: A systematic scoping review. Education Sciences, 14(10), 1112 https://doi.org/10.3390/educsci14101112
• İlhan İyi, T., & Esen Çoban, A. (2023). Okul öncesi öğretmenlerinin yaşam becerilerine ilişkin görüş ve uygulamalarının incelenmesi. Erzincan Üniversitesi Eğitim Fakültesi Dergisi, 25(2), 237-251. https://doi.org/10.17556/erziefd.1199092
• Kaçar, T. (2022). Öğretmenlerin psikolojik sağlamlıkları, yaşam becerileri ve öz-kontrolleri arasındaki ilişkinin incelenmesi. (Yüksek Lisans Tezi), Necmettin Erbakan Üniversitesi
• Kagitcibasi, C. (2017). Family, self, and human development across cultures: Theory and applications. Routledge.
• Kahraman, S., Eskiili, B., & Koca, B. B. (2023). Doktorlarda öz yeterli̇li̇k düzeyleri̇, bağlanma sti̇lleri̇ i̇le mükemmeli̇yetçi̇ tutumlari arasindaki̇ i̇li̇şki̇ni̇n i̇ncelenmesi̇. Asya Studies, 7(26), 31-50. https://doi.org/10.31455/asya.1406973
• Karasar, N. (2024). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler. (39.baskı). Nobel.
• Kasapoğlu, K., & Didin, M. (2019). Life skills as a predictor of psychological well-being of pre-service pre-school teachers in Turkey. International Journal of Contemporary Educational Research, 6(1), 70-85. https://doi.org/10.33200/ijcer.544232
• Kerns, K. A., & Brumariu, L. E. (2016). Attachment in middle childhood. Cassidy, J., & Shaver, P. R. (Eds.), Handbook of attachment: Theory, research, and clinical applications. Rough Guides.
• Kerstis, B., Åslund, C., & Sonnby, K. (2018). More secure attachment to the father and the mother is associated with fewer depressive symptoms in adolescents. Upsala Journal of Medical Sciences, 123(1), 62-67. https://doi.org/10.1080/03009734.2018.1439552
• Kesicioğlu, S., & Güven, G. (2014). Okul öncesi öğretmen adaylarının özyeterlik düzeyleri ile problem çözme, empati ve iletişim becerileri arasındaki ilişkinin incelenmesi. Electronic Turkish Studies, 9(5), 1371-1383. https://doi.org/10.7827/TurkishStudies.6784
• Koser, İ. E., & Barut, Y. (2020). Üniversite öğrencilerinin iletişim becerileri, problem çözme becerileri ve bağlanma stilleri ilişkisi. Opus Uluslararası Toplum Araştırmaları Dergisi, 15(23), 1765-1789. https://doi.org/10.26466/opus.622867
• Koyuncu, B. (2018). The effect of pre-service teachers' life skills on teacher self-efficacy. Journal of Education and Learning, 7(5), 188-200. https://doi.org/10.5539/jel.v7n5p188
• Laible, D. (2007). Attachment with parents and peers in late adolescence: Links with emotional competence and social behavior. Personality and İndividual Differences, 43(5), 1185-1197.
• Liman, B., & Oral Paksoy, S. A. (2020). Investigation of self-efficacy beliefs and professional self-perceptions of preschool teachers, Turkish Studies, 15(1), 467-479. https://dx.doi.org/10.29228/turkishstudies.38816
• Mikulincer, M., & Shaver, P. R. (2007). Attachment in adulthood: Structure, dynamics, and change. Guilford Press.
• Naeim, M., Rahimi, H., Soltani, F., Faraz, F., Nejad, F., Sharafi, M., & Dizaj, Z. (2016). The role of life skills and self-efficacy in mental health among male students in High school. International Journal of Medical Research and Health Sciences, 5(7), 118-126.
• Özgüngör, S. (2020). Ergenlerde anneye ve babaya bağlanma ile başarı yönelimleri ve yaşam doyumu arasındaki ilişkilerin incelenmesi. Eğitim ve Bilim, 45(203), 1-21. http://dx.doi.org/10.15390/EB.2020.8697
• Öztürk, E., & Bektaş, M. (2018). Öğrencilerin okul öncesi eğitimden ilkokula geçişlerinde yaşam becerilerini kazanmalarına yönelik öğretmen görüşlerinin incelenmesi. Journal of Human Sciences, 15(2), 1097-1115. https://doi.org/10.14687/jhs.v15i2.5365
• Pannebakker, F., Van Genugten, L., Diekstra, R., Gravesteijn, C., Fekkes, M., Kuiper, R., & Kocken, P. (2019). A social gradient in the effects of the skills for life program on self-efficacy and mental wellbeing of adolescent students. The Journal of school health, 89(7), 587-595. https://doi.org/10.1111/josh.12779
• Paquette, D. (2004). Theorizing the father-child relationship: Mechanisms and developmental outcomes. Human Development, 47(4), 193–219. https://doi.org/10.1159/000078723
• Peng, X., Gillath, O., Jiang, M., Wang, B., Zhang, J., & Wu, L. (2024). Attachment style and attention bias to emotional information: The moderating effect of stress, stimulus characteristics, and attention stage. Journal of Personality, 92(5), 1315-1340. https://doi.org/10.1111/jopy.12891
• Pitkäniemi, H., Hirvonen, R., Heikka, J., & Suhonen, K. (2024). Teacher efficacy, ıts sources, and ımplementation in early childhood education. Early Childhood Education Journal, 1-11. https://doi.org/10.1007/s10643-024-01713-w
• Poorbaferani, Z., Mazaheri, M. A., & Hasanzadeh, A. (2018). Life satisfaction, general self-efficacy, self-esteem, and communication skills in married women. Journal Of Education and Health Promotion, 7(1), 173. https://doi.org/10.4103/jehp.jehp_108_18
• Quintana, J., Ramos, P., & Almeida, P. (2023). The influence of perceived security in childhood on adult self-concept: The mediating role of resilience and self-esteem. Healthcare, 11(17), 2435, https://doi.org/10.3390/healthcare11172435
• Raby, K. L., Roisman, G. I., Fraley, R. C., & Simpson, J. A. (2015). The enduring predictive significance of early maternal sensitivity: Social and academic competence through age 32 years. Child Development, 86(3), 695-708. https://doi.org/10.1111/cdev.12325
• Reis, J., Nunes, F., Matos, P. M., & Mota, C. P. (2025). Are attachmentto parents and self-efficacy linked with emerging adults' values of future expectations? BritishJournal of Developmental Psychology, 1–13. https://doi.org/10.1111/bjdp.12548
• Rothbaum, F., Weisz, J., Pott, M., Miyake, K., & Morelli, G. (2000). Attachment and culture: Security in the United States and Japan. American Psychologist, 55(10), 1093-1104.
• Semerci, D. & Uyanık Balat, G. (2018). Examining the relationship between preschool teachers' classroom management skills and self-efficacy perceptions. Inonu University Journal of the Faculty of Education, 19(3), 494-519. https://doi.org/10.17679/inuefd.394585
• Sherer, M., & Adams, C. H. (1983). Construct validation of the self-efficacy scale. Psychological Reports, 53(3), 899-902. https://doi.org/10.2466/pr0.1983.53.3.899
• Shishova, E. O. (2024). Influence of professional skill and personal characteristics of a teacher on the mental development of a child in different types of educational environment. National Psychological Journal, 53, 197–207. https://doi.org/10.11621/npj.2024.0114
• Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment & Human Development, 7(4), 349-367. https://doi.org/10.1080/14616730500365928
• Strand, P., Vossen, J., & Savage, E. (2019). Culture and Child Attachment Patterns: a Behavioral Systems Synthesis. Perspectives on Behavior Science, 42(4), 835-850. https://doi.org/10.1007/s40614-019-00220-3
• Tabachnick, B. G., & Fidell, L. S. (2019). Using multivariate statistics (7th ed.). Pearson.
• Tanaka, Y. (2020). The development of a parental attachment recognition scale for mothers nurturing preschool children. Public Health Nurs, 37(2), 310–320. http://doi.org/10.1111/phn.12697
• Tanious, R., Gérain, P., Jacquet, W., & Van Hoof, E. (2023). A scoping review of life skills development and transfer in emerging adults. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1275094
• Taş, N., & Eğinli, A. (2024). Erken dönem şemalarin i̇leti̇şi̇m beceri̇leri̇ni̇n geli̇şi̇mi̇ndeki̇ rolü: üni̇versi̇te öğrenci̇leri̇ne yöneli̇k bi̇r araştirma. Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26(1), 177-207. https://doi.org/10.16953/deusosbil.1337767
• Taşel-Günal, Z., Arıkan, G. (2023). Erken Çocuklukta bağlanmanın ve psikopatolojinin nesiller arası aktarımında anne duyarlılığının rolü. Turkish Journal of Child and Adolescent Mental Health, 30(1), 1-10. https://doi.org/10.4274/tjcamh.galenos.2021.96168
• Tepeli Temiz, Z., & Tarı Cömert, I. (2018). The relationship between life satisfaction, attachment styles and psychological resilience in university students. The Journal of Psychiatry and Neurological Sciences, 31(3), 274-283 https://doi.org/10.5350/DAJPN2018310305
• Thompson, R. A. (2015). Relationships, regulation, and early development. In M. E. Lamb (Ed.), Handbook of child psychology and developmental science: Socioemotional processes (Vol. 3, 7th ed. pp. 201–246). Wiley.
• Tiwari, S., & Garg, P. (2015). The relation between early attachment experience and adult interpersonal relationships. Indian Journal of Health and Wellbeing, 6(3), 325-327.
• Tohme, P, Yaktine N, Nassar E, Badr K, Grey I, Abi-Habib R (2024) Exploring attachment security in a sample of Lebanese adolescents: The validation of the Arabic IPPA-R. Plos One, 19(3): e0298084. https://doi.org/10.1371/journal.pone.0298084
• Topdaş, T. (2024). Okul öncesi öğretmenlerinin yaşam becerileri ile eğitsel değerleri arasındaki ilişkinin incelenmesi. (Yüksek Lisans Tezi), Pamukkale Üniversitesi
• Umucu, E., Lee, B., Wu, J. R., Chan, F., Blake, J., Brooks, J., & Catalano, D. (2016). Self-efficacy as a mediator for the relationship between secure attachment style and employment status in individuals with spinal cord injuries. Journal of Vocational Rehabilitation, 45(1), 97-106. https://doi.org/10.3233/jvr-160814
• Verschueren, K. & Koomen, H. M. Y. (2012). Teacher–child relationships from an attachment perspective. Attachment &Amp; Human Development, 14(3), 205-211. https://doi.org/10.1080/14616734.2012.672260
• Warner, L.M., Schwarzer, R. (2024). Self-efficacy and health. Liamputtong, P. (eds). İn Handbook of Concepts in Health, Health Behavior and Environmental Health. Springer. https://doi.org/10.1007/978-981-97-0821-5_15-1
• World Health Organization (1996). Life skills education planning for research. https://iris.who.int/bitstream/handle/10665/338491/MNH-PSF-96.2.Rev.1-eng.pdf
• World Health Organization (1997). Life skills education for children and adolescents in schools. https://iris.who.int/bitstream/handle/10665/63552/WHO_MNH_PSF_93.7A_Rev.2.pdf
• Ye, X., Ahmad, N. A., Burhanuddin, N. A. N., Na, M., & Li, D. (2024). Preschool Teachers’ Emotional Competence and Teacher Self-Efficacy towards Preschool Performance in Zhejiang Province of China. Behavioral Sciences, 14(4), 280. https://doi.org/10.3390/bs14040280
• Yenice, N. (2012). Öğretmen adaylarının öz-yeterlik düzeyleri ile problem çözme becerilerinin incelenmesi. Elektronik Sosyal Bilimler Dergisi, 11(39), 36-58.
• Yıldırım, F., & İlhan, İ. Ö. (2010). Genel öz yeterlilik ölçeği Türkçe formunun geçerlilik ve güvenilirlik çalışması. Türk Psikiyatri Dergisi, 21(4), 301-308.
• Yıldırım, Y., & Çetin, F. N. (2023). Okul öncesi eğitimi öğretmenlerinin erken çocukluk dönemi yaşam becerilerine ilişkin görüşlerinin incelenmesi. Yaşadıkça Eğitim, 37(1), 1–13. https://doi.org/10.33308/26674874.2023371483Academia+1
• Yıldız, H., & Arslan, M. (2022). Okul öncesi öğretmenlerinin öz yeterlik algıları ile çocuk sevgileri arasındaki ilişki. Gazi Eğitim Bilimleri Dergisi, 8(3), 370-399. https://doi.org/10.30855/gjes.2022.08.03.002