AN INVESTIGATION OF SELF-ESTEEM, SOCIO-EMOTIONAL ADAPTATION AND RELATIONAL PROBLEM SOLVING IN PRE-SCHOOLERS
| Dublin Core | PKP Metadata Items | Metadata for this Document | |
| 1. | Title | Title of document | AN INVESTIGATION OF SELF-ESTEEM, SOCIO-EMOTIONAL ADAPTATION AND RELATIONAL PROBLEM SOLVING IN PRE-SCHOOLERS |
| 2. | Creator | Author's name, affiliation, country | Neslihan Durmuşoğlu Saltalı; Assoc. Prof. Dr, Faculty of Education, Girne American University, North Cyprus |
| 2. | Creator | Author's name, affiliation, country | Emel Arslan; Prof. Dr., Ahmet Kelesoglu Faculty of Education, Necmettin Erbakan University, Meram 42090, Konya, Turkey |
| 2. | Creator | Author's name, affiliation, country | Coşkun Arslan; Prof. Dr., Ahmet Kelesoglu Faculty of Education, Necmettin Erbakan University, Meram 42090, Konya, Turkey |
| 3. | Subject | Discipline(s) | |
| 3. | Subject | Keyword(s) | relational problem-solving, preschool education, self-esteem, socio-emotional adaptation |
| 4. | Description | Abstract | The purpose of the present study is to investigate the correlation between self-esteem, socio-emotional adaptation of pre-schoolers and their relational problem-solving skills. The sample of the study was composed of 228 pre-schoolers (60-65 months) and their teachers in state and private preschool classes in the province of Konya. In this study, the researchers used Purdue Self Concept Scale for Preschool Children to identify their self-esteem and Marmara Socio-Emotional Adaptation Scale to identify their socio-emotional adaptation and Relational Problem-Solving Teachers’ Form to identify problem solving style. According to the findings of the study, self-esteem is a significant predictor of assertive, reserved and sociable problem-solving styles. However, it is not a predictor of passive assertive problem-solving style. Moreover, appropriately responding to a social situation as a sub-dimension of socio-emotional adaptation is a predictor of only passive-assertive, reserved-submissive and positive problem-solving approaches. Giving appropriate responses to social situations is a significant predictor of assertive, passive assertive and positive problem-solving approaches. Interaction with peers is a significant predictor of assertive and reserved-submissive problem-solving approaches, while approaching the social environment positively is not a predictor of any of the relational problem-solving styles.
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| 5. | Publisher | Organizing agency, location | Open Access Publishing Group |
| 6. | Contributor | Sponsor(s) | |
| 7. | Date | (YYYY-MM-DD) | 2018-09-28 |
| 8. | Type | Status & genre | Peer-reviewed Article |
| 8. | Type | Type | |
| 9. | Format | File format | |
| 10. | Identifier | Uniform Resource Identifier | https://www.oapub.org/edu/index.php/ejes/article/view/1960 |
| 10. | Identifier | Digital Object Identifier (DOI) | http://dx.doi.org/10.46827/ejes.v0i0.1960 |
| 11. | Source | Title; vol., no. (year) | European Journal of Education Studies; Vol 5, No 3 (2018) |
| 12. | Language | English=en | en |
| 13. | Relation | Supp. Files | |
| 14. | Coverage | Geo-spatial location, chronological period, research sample (gender, age, etc.) | |
| 15. | Rights | Copyright and permissions |
Copyright (c) 2018 Neslihan Durmuşoğlu Saltalı, Emel Arslan, Coşkun Arslan This work is licensed under a Creative Commons Attribution 4.0 International License. |