Abstract:

The research was carried out to study the relationship between academic self-esteem and interpersonal problem-solving skills of children aged 5-6 years of age in pre-school institutions. The universe of the study, in the 2018-2019 educational year, was formed by 5-6-year-old children of the maternities of the official schools located in the central district of Horses of Istanbul and continuing to the private kindergartens; their sampling was made by 289 children selected by random sampling from the universe. The study used "Personal Information Form", "Accademic Self-Respect Scale" and "Interpersonal Problem Solving Skills Scale". The study found that children’s academic self-respect varied according to the variables in the number of brothers, birth order, school type, family structure, parents’ educational status and mother’s working status (p<0. 05); it is found that it does not differ according to gender and age variables (p>0.05). The "Interpersonal Problem Solving Skills Scale" has found that there is a negative and meaningful relationship between the scores they obtain from the Destroying Problem Solving Sub-Dimension and the scores they obtain from the "Academic Self-Respect Scale". The "Interpersonal Problem Solving Skills Scale" has found that there is a positive and meaningful relationship between the points they obtain from the under-dimensional Building Problem Solving scale and the points they obtain from the "Academic Self Respect Scale".

Keywords: