Özet:

This study explored the predictive effect of 5-6 years old children's relationships with their teachers on their emotion regulation and emotion expression skills. Selected by simple random sampling method, the study group was made up of 146 children and 22 kindergarten teachers who had been attending and working at independent kindergartens and kindergartens affiliated with the Ministry of National Education in a city in the Central Anatolia Region during the 2019-2020 academic year. The Personal Information Form, Emotion Regulation Q-Scale, Emotion Expression Scale and Teacher-Student Relationship Scale were used in the study. Multivariate regression analysis was performed in the analysis of the study data. According to the study results, the conflict dimension of the teacher-student relationship and the gender variable significantly predicted the variability/negativity scores. In the variability/negativity sub-dimension, the conflict dimension of teacher-student relationship had positive relationship, whereas the gender variable had negative relationship. In terms of its effects on emotion regulation scores, the strongest and most significant predictor was conflict. This was followed by gender and closeness, respectively. Finally, the conflict and closeness dimension of the teacher-student relationship had a positive predictive effect in the emotion regulation and emotion expression sub-dimension.

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