Yıl 2019, Cilt 27 , Sayı 6, Sayfalar 2597 - 2608 2019-11-15

The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors*
Okul Öncesi Dönem Çocukların Öz Düzenleme Becerilerinin Annelerine Bağlanma Biçimlerine ve Annelerin Ebeveynlik Davranışlarına Göre İncelenmesi

Dilan Bayındır [1] , Ozana Ural [2]


The self-regulations skills are one of the most obvious indi-cators of academic achievement and social competence. For this reason, it is important to determine the variables that affect the development of these skills.  The aim of this research is to examine whether the level of self-regulation skills of 60-72 months old preschool children differ according to their attach-ment styles to their mothers and to investigate the relationship between parenting behaviors of their mothers and self-regulation skills of children. Survey method was used in the study. The sample consists of a total of 172 children, 84 (%49) of them were boys and 88 (%51) of them were girls, who attend different preschools in İstanbul and their mothers and presc-hool teachers. The Self-Regulation Skills Scale, Doll Family Story Completion Test and Parenting Questionnaire were used as data collection tools. The results indicate that self-regulation skill levels of children who are securely attached to their mot-hers are higher than unsecurely attached children. In addition, it was found that there is a negative relation between self-regulation skills of the children and the mothers’obedience expectation. The findings clearly stress the importance of pa-renting quality as direct and indirect indicator of self-regulation skills.

Öz düzenleme becerileri, akademik başarı ve sosyal yetkinliğin en açık yordayıcılarından biridir. Bu nedenle, bu becerilerin gelişimini etkileyen değişkenlerin belirlenmesi önemlidir. Bu araştırmanın amacı, 60-72 aylık okul öncesi çocukların öz düzenleme becerilerinin annelerine bağlanma biçimlerine göre farklılık gösterip göstermediğini ve annelerinin ebeveynlik davranışları ile çocukların öz düzenleme becerileri arasındaki ilişkiyi incelemektir. Araştırmada tarama yöntemi kullanılmıştır. Örneklem İstanbul’da farklı anaokullarına devam eden 84'ü (% 49) erkek, 88'i (% 51) ise kız toplam 172 çocuk ve bu çocukların annelerinden ve öğretmenlerinden   oluşmuştur. Veri toplama araçları olarak Öz Düzenleme Becerileri Ölçeği, Oyuncak Öykü Tamamlama Testi ve Çocuk Yetiştirme Anketi kullanılmıştır. Sonuçlar, annelerine güvenli bir şekilde bağlanan çocukların öz düzenleme beceri düzeylerinin güvensiz bağlanan çocuklardan daha yüksek olduğunu göstermektedir. Ayrıca, annelerin itaat bekleyen davranışları ile çocukların öz düzenleme becerileri arasında negatif bir ilişki olduğu  tespit edilmiştir. Bulgular, ebeveynlik niteliğinin öz düzenleme becerileri üzerindeki doğrudan ve dolaylı önemini vurgulamaktadır.

  • Altan, Ö. (2006). The effects of maternal socialization and temperament on children’s emotion regulation. (Unpublished master thesis). Koç University Social Sciences Institude, İstanbul, Turkey.
  • Bayındır, D. & O. Ural. (2016). Öz Düzenleme Becerileri Ölçeği’nin geliştirilmesi [Development of the Self-Regulation Skills Scale]. International Online Journal of Educational Sciences, 8, 119-132. http://dx.doi.org/10.15345/iojes.2016.04.011
  • Bernier, A., Carlson, S.M. & Whipple, N. (2010). From external regulation to self regulation: Early parenting precursors of young children’s executive functions. Child Development, 81, 326-339. https://doi.org/10.1111/j.1467-8624.2009.01397.x
  • Blair, C. (2002). School Readiness: Integrating cognition and emotion in a neurobiological conceptualization of children's functioning at school entry. American Psychologist, 57(2), 111-127. http://dx.doi.org/10.1037/0003-066X.57.2.111
  • Blair, C. & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20 (3), 899–911. https://doi.org/10.1017/S0954579408000436
  • Bretherton, I. (1992). The origins of attachment theory: John Bowlby and Mary Ainsworth. Developmental Psychology, 28 (5), 759-775.
  • Bryce, D., Whitebread, D. & Szüer, D. (2015). The relationship among executive functions, metacognitive skills and educational achievement in 5 and 7 year old children. Metacognition Learning, 10(2), 181-198. https://doi.org/10.1007/s11409-014-9120-4
  • Bowly, J. (1969). Attachment and Loss, New York: Basic Books.
  • Carlson, S. M. & Wang, T.S. (2007). Inhibitory control and emotion regulation in preschool children. Cognitive Development, 22(4), 489-510. https://doi.org/10.1016/j.cogdev.2007.08.002
  • Chen, B. (2012). The associations between self-reported mother-child attachment and social initiative and withdrawal in Chinese school-aged children. The Journal of Genetic Psychology: Research and Theory on Human Development, 173 (3), 279-301. https://doi.org/10.1080/00221325.2011.609847
  • Denham, S. A., Renwicki, S. M. & Holt, R. W. (1991). Working and playing together: Prediction of preschool social-emotional competence from mother child interaction. Child Development, 62 (2), 242-249. https://doi.org/10.1111/j.1467-8624.1991.tb01528.x
  • Derryberry, D. & Reed, M. A.. (1996). Regulatory processes and the development of cognitive representations. Development and Psychopathology, 8 (1), 215−234. https://doi.org/10.1017/S0954579400007057
  • Dubois-Comtois, K., Cyr, C. & Moss. E. (2011). Attachment behavior and mother–child conversations as predictors of attachment representation in middle childhood: A longitudinal study. Attachment and Human Development, 13(4), 335–357. https://doi.org/10.1080/14616734.2011.584455
  • Eisenberg, N., Haugen, R. Spinrad, T. L. Hofer, C. Chassin, L. & Zhou, Q. (2010). Relations of temperament to maladjustment and ego-resiliency in at-risk children. Social Development, 19 (3), 577–600. https://doi.org/10.1111/j.1467-9507.2009.00550.x
  • Eisenberg, N., Zhou, Q., Spinrad, T. L., Valiente, C., Fabes, R. A. & Liew, J. (2005). Relations among positive parenting, children’s effortful control, and externalizing problems: A three-wave longitudinal study. Child Development, 76 (5), 1055–1071. https://doi.org/10.1111/j.1467-8624.2005.00897.x
  • Eisenberg, N., Spinrad, T. L. Fabes, R. A. Reiser, M. Cumberland, A. Shepard, S. A., Valiente, C., Losoya S. H., Guthrie, I. K. & Thompson, M.. (2004). The relations of effortful control and impulsivity to children’s resiliency and adjustment. Child Development, 75 (1), 25–46. https://doi.org/10.1111/j.1467-8624.2004.00652.x
  • Field, A. (2005). Discovering statistics using SPSS. Third Edition. SAGE: London.
  • Fox, N. A. & Calkins, S. D. (2003). The development of self-control of emotion: Intrinsic and extrinsic influences. Motivation and Emotion, 27 (1), 7-26. https://doi.org/10.1023/A:1023622324898
  • Gilliom, M., Shaw, D. S., Beck, J. E., Schonberg, M. A. & Lukon J. L. (2002). Anger regulation in disadvantaged preschool boys: Strategies, antecedents, and the development of self-control. Developmental Psychology, 38 (2), 222-235.
  • Glaser, D. (2000). Child abuse and neglect and the brain: A review. Journal of Child Psychology and Psychiatry, 41 (1), 97–116.
  • Granot, D. & Mayseless, O. (2001). Attachment security and adjustment to school in middle childhood. International Journal of Behavioral Development, 25 (6), 530–541. https://doi.org/ 10.1080/01650250042000366
  • Greenberg, M. T. (2006). Promoting resilience in children and youth: Preventive interventions and their interface with neuroscience. Annals New York Academy of Sciences, 1094 (1), 139–150. https://doi.org/10.1196/annals.1376.013
  • Grusec, J. E. & Goodnow, J. J. (1994). Impact of parental discipline methods on the child’s internalization of values: A reconceptualization of current points of view. Developmental Psychology, 30 (1), 4-19. http://dx.doi.org/10.1037/0012-1649.30.1.4
  • Görgü, E. (2015). Okula devam eden 5-6 yaş grubu çocukların bağlanma biçimleri ve sosyal davranışları ile annelerin bağlanma biçimi ve kişilik özellikleri arasındaki ilişkinin incelenmesi [A study on the relationship between attachment styles and social behaviors of school children aged 5-6, and the attachment styles and personality traits of their mothers]. (Unpublished doctoral dissertation). Marmara University Educational Sciences Institude, İstanbul, Turkey.
  • Güner, A. (2011). Okul öncesi çocuklar ve ebeveynlerinin bağlanma güvenlikleri ile çocuk yetiştirme tutumları arasındaki ilişkilerin incelenmesi [The investigation of relations among parents’ and preschool children’s attachment security and child rearing attitudes]. (Unpublished master thesis), İstanbul University, İstanbul, Turkey.
  • Güner Algan, A. & Şendil, G. (2013). Okul öncesi çocuklar ve ebeveynlerinin bağlanma güvenlikleri ile çocuk yetiştirme tutumları arasındaki ilişkiler [The relations among parents’ and preschool children’s attachment security and child rearing attitudes]. Studies in Psychology, 33 (1), 55-68.
  • Harris, R.C., Robinson, J. B., Chang, F. & Burns, B. M. (2007). Characterizing preschool children’s attention regulation in parent-child interactions: The role of effortful control and motivation. Journal of Applied Developmental Psychology, 28 (1), 25–39. https://doi.org/10.1016/j.appdev.2006.10.006
  • Isabella, R. A. (1993). Origins of attachment: Maternal interactive behavior across the first year. Child Development, 64 (2), 605–621. https://doi.org/10.1111/j.1467-8624.1993.tb02931.x
  • İlaslan, Ö. (2009). Çocukların bağlanma davranışlarının özlük nitelikler ve anne bağlanma stillerine göre incelenmesi [Examining childrens’ attachment behaviors according to personal qualities and mothers’ attachment styles]. (Unpublished doctoral dissertation). Selçuk University, Konya, Turkey.
  • Kağıtçıbaşı, Ç. (2010). Benlik, Aile ve İnsan Gelişimi: Kültürel Psikoloji [Identity, Family and Human Development: Cultural Psychology]. İstanbul: Koç University Press.
  • Kağıtçıbaşı, Ç. (2007). Family, self, and human development across cultures: Theory and applications (2nd ed.). Lon-don: Lawrence Erlbaum.
  • Kliewer, W., Fearnow, M. D. & Miller, P. A. (1996). Coping socialization in middle childhood: Tests of maternal and paternal influences. Child Development, 67 (5), 2339-2357. https://doi.org/10.1111/j.1467-8624.1996.tb01861.x
  • Kochanska, G., Murray, K. T. & Harlan E. T. (2000). Effortful control in early childhood: Continuity and change, antecedents, and implications for social development. Developmental Psychology, 36 (2), 220–232. http://dx.doi.org/10.1037/0012-1649.36.2.220
  • Kochanska, G., Murray, K. T. Jacques, T. Y. Koenig, A. L. & Vandegeest, K. A.. (1996). Inhibitory control in young children and its role in emerging internalization. Child Development, 67 (2), 490–507. https://doi.org/10.1111/j.1467-8624.1996.tb01747.x
  • Kopp, C. (1982). Antecedents of self-regulation: A developmental perspective. Developmental Psychology, 18 (2), 199–214. http://dx.doi.org/10.1037/0012-1649.18.2.199
  • Lengua, L. J., Sandler, I. N. West, S. G. Wolchik, S. A. & Curran, P. J.. (1999). Emotionality and self-regulation, threat appraisal, and coping in children of divorce. Development and Psychopathology, 11, 15−37.
  • Madigan, S., Bakermans-Kranenburg, M., van Ijzendoorn, M., Moran, G., Pederson, D. & Benoit, D. (2006). Unre-solved states of mind, anomalous parental behavior, and disorganized attachment; A review and meta analysis of a transmission gap. Attachment & Human Development, 8, 89-111. https://doi.org/10.1080/14616730600774458
  • Malakoff, M. E., Underhill, M. & Zigler, E. (1998). Influence of inner-city environment and Head Start experience on effectance motivation. American Journal of Orthopsychiatry, 68 (4), 630−638. https://doi.org/10.1037/h0080371
  • Mangelsdorf, S.C., Shapiro, J. & Marzolf, D. (1995). Developmental and temperemental differences in emotion regulation in infancy. Child Development, 66 (6), 1817-1828. https://doi.org/10.1111/j.1467-8624.1995.tb00967.x
  • Mattanah, J. F., Pratt, M. W., Cowan, P. A. & Cowan, C. P. (2005). Authoritative parenting, parental scaffolding of long-division mathematics, and children’s academic competence in fourth grade. Journal of Applied Developmental Psychology, 26 (1), 85–106. https://doi.org/10.1016/j.appdev.2004.10.007
  • McClelland, M. M., Cameron, C. E., Conor, C.M., Farris, C. L., Jewkes, A. M. ve Morrison, F.J. (2007). Links between behavioral regulation and preschoolers’ literacy, vocabulary, and math skills.Developmental Psychology, 43(4), 947-959.
  • Metin, İ. (2010). The effects of dispositional anger, effortful control and maternal responsiveness on Turkish preschoolers’ emotion regulation. Unpublished master thesis, Koç University Social Sciences Institude, İstanbul.
  • Meins, E., Fernyhough, C. & Russell, J. (1998). Security of attachment as a predictor of mentalising abilities: A longitudinal study. Social Development, 7 (1), 1–24. https://doi.org/10.1111/1467-9507.00047
  • Moilanen, K. L., Shaw, D. S. Dishion, T. J. Gardner, F. & Wilson, M.. (2010). Predictors of longitudinal growth in inhibi-tory control in early childhood. Social Development 19 (2), 326–347. https://doi.org/10.1111/j.1467-9507.2009.00536.x
  • 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.1467-9507.2007.00389.x
  • Moss, E. & St-Laurent, D. (2001). Attachment at school age and academic performance. Developmental Psychology, 37(6), 863–874. http://dx.doi.org/10.1037/0012-1649.37.6.863
  • OECD. (2011). Retrieved from http://www.oecd.org/social/database. htm#labour_market
  • O’Connor, E. & McCartney, K. (2007). Attachment and cognitive skills: An investigation of mediating mechanisms. Journal of Applied Developmental Psychology, 28 (5-6), 458–476. https://doi.org/10.1016/j.appdev.2007.06.007
  • Olson, S. L., Bates, J. E., Sandy, J. M. & Schilling, E. M.. (2002). Early developmental precursors of impulsive and inat-tentive behavior: From infancy to middle childhood. Journal of Child Psychology and Psychiatry, 43 (4), 435−447. https://doi.org/10.1111/1469-7610.00035
  • Paterson, G., & Sanson, A. (1999). The association of behavioral adjustment to temperament, parenting and family characteristics among 5-year-old children. Social Development, 8(3), 293–309.
  • Pearson, K. M. (2013). Attachment and Self Regulation in Preschool Age Children. Unpublished master thesis, University of Rhode Island.
  • Pino Pasternak, D. & Whitebread, D. (2010). The role of parenting in children’s self regulated learning. Educational Research Review, 5 (3), 220-242. https://doi.org/10.1016/j.edurev.2010.07.001
  • Pratt, M. W., Green, D., MacVicar, J. & Bountrogianni, M. (1992). The mathematical parent: Parental scaffolding, parenting style, and learning outcomes in long-division mathematics homework. Journal of Applied Developmental Psychology, 13 (1), 17–34. https://doi.org/10.1016/0193-3973(92)90003-Z
  • Pratt, M. W., Kerig, P., Cowan, P. A. & Cowan, C. P. (1988). Mothers and fathers teaching 3 year-olds: Authoritative parenting and adult scaffolding of young children’s learning. Developmental Psychology, 24 (6), 832–839. http://dx.doi.org/10.1037/0012-1649.24.6.832
  • Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L. & Morrison, F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulation in early childhood. Early childhood Research Quarterly, 23 (2), 141–158. https://doi.org/10.1016/j.ecresq.2007.01.004
  • Power, T. G. (2004). Stress and coping in childhood: The parents’ role. Parenting: Science and Practice, 4, 271–317.
  • Ramani, G. B., Brownell, C. A. & Campbell, S. B. (2010). Positive and negative peer interaction in 3-and 4-year-olds in relation to regulation and dysregulation. The Journal of Genetic Psychology, 171 (3), 218-250. https://doi.org/10.1080/00221320903300353
  • Rothbart, M. K., Ahadi, S. A. & Evans, D. E. (2000). Temperament and personality: Origins and outcomes. Journal of Personality and Social Psychology, 78 (1), 122−135.
  • Schraw, G., Crippen, K. & Hartley, K. (2006). Promoting self-regulation in science education: metacognition as part of a broader perspective on learning. Research in Science Education, 36 (1-2), 111-139. https://doi.org/10.1007/s11165-005-3917-8
  • Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In Self-regulated learning and academic achievement: Theoretical perspectives, Barry J. Zimmerman & Dale H. Schunk, (2.edi, p.125-151). Manwah, NJ: Lawrence Erlbaum.
  • Schunk, D. H. & Zimmerman, B. J. (1997). Social origins of self-regulatory competence. Educational Psychologist, 32 (4), 195-208. https://doi.org/10.1207/s15326985ep3204_1
  • Siegel, D. J. (2001). Toward an interpersonal neurobiology of the developing mind: Attachment relationships, “Mindsight” and neural integration. Infant Mental Health Journal, 22 (1-2), 67-94. https://doi.org/10.1002/1097-0355(200101/04)22:1<67::AID-IMHJ3>3.0.CO;2-G
  • Simonds, J., Kieras, J. E. Rueda, M. R. & Rothbart, M. K. (2007). Effortful control, executive attention, and emotional regulation in 7-10-year-old children. Cognitive Development, 22 (4), 474–488. https://doi.org/10.1016/j.cogdev.2007.08.009
  • Sözügeçer, Z. (2011). Çocuklardaki davranış problemlerinin, bağlanma stilleri, aile işlevleri ve anne kabul algıları açısından incelenmesi [Examining the behavior problems in children in terms of attachment security, family functions and perceptions of acceptance/rejection of the mother]. (Unpublished master thesis), İstanbul University, İstanbul, Turkey.
  • Sturge-Apple, M. L., Davies, P. T., Martin, M. J., Cicchetti, D. & Hentges, R. F. (2012). An examination of the impact of harsh parenting contexts on children’s adaptation within an evolutionary framework. Developmental Psychology, 48 (3), 791–805. http://dx.doi.org/10.1037/a0026908
  • Szewczyk-Sokolowski, M., Bost, K. K. & Wainwright, A. B. (2005). Attachment, temperament, and preschool chidren’s peer acceptance. Social Development, 14 (3), 379-397. https://doi.org/10.1111/j.1467-9507.2005.00307.x
  • Taylor, Z.E., Eisenberg, N. Spinrad, T. L. & Widaman, K. F. (2013). Longitudinal relations of intrusive parenting and effortful control to ego-resiliency during early childhood. Child Development, 84 (4), 1145-1151. https://doi.org/10.1111/cdev.12054
  • Turner, L. A. & Johnson, B.. (2003). A model of mastery motivation for at-risk preschoolers. Journal of Educational Psychology, 95 (3), 495−505.
  • Uluç, S. & Öktem, F. (2009). Okul Öncesi Çocuklarda Güvenli Yer Senaryolarının Değerlendirilmesi [The investigation of secure base scripts of preschool children]. Turkish Journal of Psychology, 24, 69-83.
  • Uluç, S. & Öktem, F.. (2010). Okul öncesi çocuklarda güvenli yer senaryoları ve kişilerarası beklentiler arasındaki ilişkiler [Relations between secure base scripts and ınterpersonal expectation of preschool children]. Turkish Journal of Child and Adolescent Mental Health, 17, 139-147.
  • Ural, O., Güven, G. Sezer, T. Efe-Azkeskin, K. & Yılmaz, E. (2015). Okul öncesi dönemdeki çocukların bağlanma biçimleri ile sosyal yetkinlik ve duygu düzenleme becerileri arasındaki ilişkinin incelenmesi [The investigation of the relation between attachment styles, social competence and emotion regulation skills of preschool children]. Hacettepe University Faculty of Health Sciences Journal, 1, 589-598.
  • van IJzendoorn, M., Dijkstra, J. & Bus, A. G. (1995). Attachment, intelligence, and language: A meta-analysis. Social Development, 4 (2), 115–128. https://doi.org/10.1111/j.1467-9507.1995.tb00055.x
  • Vaough, B., Egeland, B., Srouge, A. & Waters, E. (1979). Individual differences in infant-mother attachment at twelve and eighteen months: Stability and change in families under stress. Child Development, 50 (4), 971-975. https://doi.org/10.2307/1129321
  • Wertsch, J. V., McNamee, G. D. McLane, J. B. & Budwig, N. A. (1980). The adult–child dyad as a problem-solving system. Child Development, 51 (4), 1215–1221. https://doi.org/10.2307/1129563
  • West, K.K., Brittany, L.M. & Kerns, K. A. (2013). Mother–child attachment and cognitive performance in middle childhood: An examination of mediating mechanisms. Early Childhood Research Quarterly, 28 (2), 259–270. https://doi.org/10.1016/j.ecresq.2012.07.005
  • Whitebread, D., Coltman, P. Pasternak, D. P., Sangster, C. Grau, V., Bingham, S. S., Almeqdad, O. & Demetriou, D. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition Learning, 4 (1), 63–85. https://doi.org/10.1007/s11409-008-9033-1
  • Wood, D., Bruner, J. & Ross, G. (1976). The role of tutoring in problem solving. Journal of Child Psychology and Psychiatry, 17 (2), 89–100. https://doi.org/10.1111/j.1469-7610.1976.tb00381.x
  • Yağmurlu, B., & Sanson, A. (2009). The role of child temperament, parenting and culture in the development of proso-cial behaviors. Australian Journal of Psychology, 61(2), 77–88. http://doi.or/10.1080/00049530802001338
  • Zhou, Q., Eisenberg, N. Wang, Y. & Reiser, M. (2004). Chinese children’s effortful control and dispositional anger/frustration: Relations to parenting styles and children’s social functioning. Developmental Psychology, 40 (3), 352-366. http://dx.doi.org/10.1037/0012-1649.40.3.352
Birincil Dil en
Bölüm Research Article
Yazarlar

Orcid: 0000-0002-6081-3690
Yazar: Dilan Bayındır
Kurum: BALIKESİR ÜNİVERSİTESİ
Ülke: Turkey


Orcid: 0000-0002-5067-3655
Yazar: Ozana Ural
Kurum: MARMARA ÜNİVERSİTESİ
Ülke: Turkey


Tarihler

Yayımlanma Tarihi : 15 Kasım 2019

Bibtex @araştırma makalesi { kefdergi643025, journal = {Kastamonu Eğitim Dergisi}, issn = {}, eissn = {2147-9844}, address = {Aktekke Mah. Kastamonu eğitim Fakültesi Kastamonu}, publisher = {Kastamonu Üniversitesi}, year = {2019}, volume = {27}, pages = {2597 - 2608}, doi = {10.24106/kefdergi.3456}, title = {The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors*}, key = {cite}, author = {Bayındır, Dilan and Ural, Ozana} }
APA Bayındır, D , Ural, O . (2019). The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors*. Kastamonu Eğitim Dergisi , 27 (6) , 2597-2608 . DOI: 10.24106/kefdergi.3456
MLA Bayındır, D , Ural, O . "The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors*". Kastamonu Eğitim Dergisi 27 (2019 ): 2597-2608 <https://dergipark.org.tr/tr/pub/kefdergi/issue/50214/643025>
Chicago Bayındır, D , Ural, O . "The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors*". Kastamonu Eğitim Dergisi 27 (2019 ): 2597-2608
RIS TY - JOUR T1 - The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors* AU - Dilan Bayındır , Ozana Ural Y1 - 2019 PY - 2019 N1 - doi: 10.24106/kefdergi.3456 DO - 10.24106/kefdergi.3456 T2 - Kastamonu Eğitim Dergisi JF - Journal JO - JOR SP - 2597 EP - 2608 VL - 27 IS - 6 SN - -2147-9844 M3 - doi: 10.24106/kefdergi.3456 UR - https://doi.org/10.24106/kefdergi.3456 Y2 - 2019 ER -
EndNote %0 Kastamonu Eğitim Dergisi The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors* %A Dilan Bayındır , Ozana Ural %T The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors* %D 2019 %J Kastamonu Eğitim Dergisi %P -2147-9844 %V 27 %N 6 %R doi: 10.24106/kefdergi.3456 %U 10.24106/kefdergi.3456
ISNAD Bayındır, Dilan , Ural, Ozana . "The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors*". Kastamonu Eğitim Dergisi 27 / 6 (Kasım 2019): 2597-2608 . https://doi.org/10.24106/kefdergi.3456
AMA Bayındır D , Ural O . The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors*. Kastamonu Eğitim Dergisi. 2019; 27(6): 2597-2608.
Vancouver Bayındır D , Ural O . The Investigation of Self-Regulation Skills of Preschoolers According to Their Attachment Styles to Their Mothers and Maternal Parenting Behaviors*. Kastamonu Eğitim Dergisi. 2019; 27(6): 2608-2597.