Abstract:

This study was studied with the aim of revealing the effects of social emotional well-being and psychological well-being in school-adaptation of children aged 48-60 months who received pre-school education. The research was carried out in the relational scan model. Before the data collection process, the application was submitted to the Ethical Board of Near East University Scientific Research with the project number YDÜ/EB/2020/547 and the Ethical Board approval was obtained from the relevant institution on 09.12.2020. The study’s sample consisted of a total of 388 children, including 48-60 months old, 192 girls and 196 men, who continued to pre-school educational institutions in the 2020-2021 academic year in Lefkoşa district of the Northern Cyprus Turkish Republic. The data of the study was collected with the Social-Emotional Wellbeing and Psychological Wellbeing Scale (PERIK) and the School Adjustment Teacher Assessment Scale. In both scales of the study, the data obtained by the teacher was included in the assessment. When the data of the study is analyzed, the relationship between the variables is first determined by the pearson correlation analysis. The linear regression analysis was then applied using the six sub-dimensional total points of PERIK (social relationships, self-regulation, self-confidence, responsibility consciousness, dealing with stress, discovery curiosity) to study the influential effects of psychological well-being and psychological well-being on the school. The research results have shown that social emotional well-being and psychological stability subvariants are adapted to school. The first stage includes social relationships, the second stage includes social relationships and self-regulation variables, the third stage includes social relationships, self-regulation, self-confidence, dealing with stress and responsibility consciousness variables. The study ended with recommendations for children to make their adaptation to school easier and a healthy school adaptation process.

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