Özet:

In this study, the existence of the relationship between social skills and social behaviors and parent-child connectivity in the middle childhood period; social skills and social behaviors and parent-child connectivity show significant differences according to the variables of gender and family type. The research has been used as data collection tools; the Social Skills Assessment System Basic Education Teacher Form (SBDS/TE-ÖF), the Social Behavior Teacher Assessment Scale (SDÖDÖ) and the Trust Based Parental-Mother Version Scale. The study is a sample of 98 children who study in the 6th and 7th classes of primary school. Analysis of collected data, as well as visual statistics such as frequency, percentage, arithmetic average, used simple linear regression analysis, variance analysis and correlation ratio calculations. The analysis found a negative and meaningful relationship between aggression and prosociality (r=-,711), cooperation (r=-,456) and self-control (r=-,354); a negative and meaningful relationship between prosociality and shame (r=-,295), dismissality (r=-,241) and cooperation (r=-,440); a negative and meaningful relationship between shame and dismissality (r=-,391) and self-control (r=-,200). A positive and meaningful relationship between relief and cooperation (r=,622) and self-control (r=,200), a positive and meaningful relationship between cooperation and self-control (r=,685) and a positive and meaningful relationship between parent-child connection and only prosociality (r=,279). In view of the relevant findings; the Social Behavior Teacher Assessment Scale is a significant difference by gender in the sub-dimensions of aggression (F(1,96)=14,041 p<.01); the Social Skills Assessment System Basic Education Teacher Scale is a significant difference by family type in the sub-dimensions of cooperation (F(1,96)=9,462 p<.01) and there is no significant difference in other dimensions.

Özet:

In this study; it was researched the existence of two correlation in middle childhood. One of them is between social skills and mother-child attachment. The other one is between social behaviors and mother-child attachment. Also in this study it was researched whether social skills and social behaviors with mother-child attachment differed significantly according to gender and family type variables. As means of data collection in the research; Social Skill Teacher Assessment Form in System of Basic Education, Social Behavior Teacher Assessment Scale and the Parent as Secure Base Scale – Mother Version were used. As a result of analysis, in middle childhood; there is a negative and significantly correlation between aggression and prosocial, aggression and cooperation, aggression and self-control; between prosociality and shyness, prosociality and assertiveness, prosociality and cooperation; between shyness and assertiveness, shyness and self-control. In spite of that there is a positive and significantly correlation between assertiveness and cooperation, assertiveness and self-control; between cooperation and self-control; between mother-child attachment and prosociality. There is a significant difference in the aggressiveness subscale of Social Behavior Teacher Assessment Scale according to gender; in the cooperation subscale of social skill scale according to family type. But there is no significant difference in the other subscales.

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