Özet:

The self-regulations skills are one of the most obvious indi-cators of academic achievement and social competence. For this reason, it is important to determine the variables that affect the development of these skills.  The aim of this research is to examine whether the level of self-regulation skills of 60-72 months old preschool children differ according to their attach-ment styles to their mothers and to investigate the relationship between parenting behaviors of their mothers and self-regulation skills of children. Survey method was used in the study. The sample consists of a total of 172 children, 84 (%49) of them were boys and 88 (%51) of them were girls, who attend different preschools in İstanbul and their mothers and presc-hool teachers. The Self-Regulation Skills Scale, Doll Family Story Completion Test and Parenting Questionnaire were used as data collection tools. The results indicate that self-regulation skill levels of children who are securely attached to their mot-hers are higher than unsecurely attached children. In addition, it was found that there is a negative relation between self-regulation skills of the children and the mothers’obedience expectation. The findings clearly stress the importance of pa-renting quality as direct and indirect indicator of self-regulation skills.

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