Özet:

In this study, it is aimed to determine the effect of temperament characteristics of 60-72 months old children who continue preschool education on academic self-esteem. The sample of the study consists of the parents and teachers of 370 pre-school children aged 60-72 months old, who attend public and private kindergartens and kindergartens in Ümraniye district of Istanbul province. Easy sampling method was used in the research. In the research, “Parental Information Form” is used to learn information about children and parents, “Temperament Assessment Team for Children-Revised Parent Form” to determine the temperament characteristics of the child, “Teacher Information Form” to learn the information about teachers and the level of academic self-esteem of the child. “Academic Self-Esteem Scale” was used. SPSS program was used in the analysis of the data obtained from the research. As a result of the research, the temperament characteristics of children aged 60-72 months old differ according to some variables (child's gender, maternal age, educational status of the mother, socio-economic status of the family, people living in the home / relatives, the person who raised the child and the status of the child's brother). It was observed that there was no difference according to variables (age of father, education level of father, working status of mother, state of living together with father and birth order of child). However, it was observed that the academic self-esteem of the child did not differ according to any variable (the age of the teacher, the type of school where the teacher worked and the socio-economic status of the student). In the study, it was concluded that the shyness and activity level variables, which are among the sub-dimensions of the temperament characteristics of the child, have a negative effect on the academic self-esteem, while the persistence variable has a positive effect on the academic self-esteem.