Self-regulation: Relations with theory of mind and social behaviour

Basit Öğe Kaydı
dc.contributor.authorKorucu, İrem
dc.contributor.authorSelçuk, Bilge
dc.contributor.authorHarma, Mehmet
dc.date.accessioned2021-05-15T12:36:38Z
dc.date.available2021-05-15T12:36:38Z
dc.date.issued2017
dc.departmentİktisadi, İdari ve Sosyal Bilimler Fakültesi, Psikoloji Bölümüen_US
dc.descriptionHarma, Mehmet/0000-0002-3955-1526; Korucu, Irem/0000-0001-7185-2284
dc.description.abstractIt is argued that self-regulation skill is necessary both for displaying constructive behaviour and for controlling negative social behaviour, and self-regulation might affect social behaviours by increasing the ability to understand others' minds. In this research, in order to examine different aspects of self-regulation and their similarities and differences in terms of their relations with other constructs, we focused on both effortful control and executive function and investigated their concurrent associations with socially competent and aggressive behaviours and theory of mind (ToM). The participants were 212 preschool children in Turkey. We assessed executive functions with behavioural measures and effortful control with mother reports. We used six tasks for comprehensive assessment of mental state understanding. Children's social competency and aggressive behaviour were assessed with teacher reports. Structural equation modelling results showed that when age and receptive language were controlled, ToM was significantly associated with social competence but not aggressive behaviour. Both effortful control and executive functions were significantly related to social competency and ToM; the pathways from each self-regulation skill were similar in strength. ToM was linked with social competence, but it did not have a mediating role in the relations of self-regulation with social competence. The findings highlighted the importance of self-regulation for socio-cognitive and social development in the preschool years. Copyright (c) 2016 John Wiley & Sons, Ltd.en_US
dc.description.sponsorshipScientific and Technological Research Council of TurkeyTurkiye Bilimsel ve Teknolojik Arastirma Kurumu (TUBITAK) [TUBITAK 111 K404]en_US
dc.description.sponsorshipThis study is part of the MA thesis of the first author, Irem Korucu, who is currently at Purdue University. The data were drawn from a larger project supported by The Scientific and Technological Research Council of Turkey (TUBITAK 111 K404) awarded to the second author, Bilge Selcuk (Yagmurlu). We are grateful to the parents and children who participated in the study.en_US
dc.identifier.doi10.1002/icd.1988
dc.identifier.issn1522-7219
dc.identifier.issue3en_US
dc.identifier.scopus2-s2.0-84971383864
dc.identifier.scopusqualityQ3
dc.identifier.urihttps://doi.org/10.1002/icd.1988
dc.identifier.urihttps://hdl.handle.net/20.500.12939/359
dc.identifier.volume26en_US
dc.identifier.wosWOS:000403047300004
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorHarma, Mehmet
dc.language.isoen
dc.publisherWileyen_US
dc.relation.ispartofInfant and Child Development
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectAggressionen_US
dc.subjectEffortful Controlen_US
dc.subjectExecutive Functionen_US
dc.subjectPreschool Perioden_US
dc.subjectSocial Competenceen_US
dc.subjectTheory Of Minden_US
dc.titleSelf-regulation: Relations with theory of mind and social behaviour
dc.typeArticle

Dosyalar

Koleksiyon

WoS İndeksli Yayınlar Koleksiyonu
Psikoloji Bölümü Koleksiyonu
Scopus İndeksli Yayınlar Koleksiyonu