2026-10-30T02:53:39Zhttps://bayburt-rdlopen.rawdatalibrary.net/oai/request

oai:bayburt-rdlopen.rawdatalibrary.net:bayburt/117822026-10-29T19:41:54Zopenairedrivercom_bayburt_10000col_bayburt_10001com_bayburt_10007col_bayburt_10218

Preschool children's social skills, problem behaviors, academic self-esteem and teacher-child relationship: a serial mediation modelTutkun, CansuEskidemir Meral, Sedaacademic self-esteempreschoolproblem behaviorssocial skillsteacher-child relationshipIntroduction: Research has shown that children's social skills have effects on their problem behaviors. However, the mechanisms through which social skills contribute to reducing problem behaviors need further clarification. Methods: This study examined the relationship between preschool children's social skills and problem behaviors, as well as the independent and serial mediating roles of academic self-esteem and teacher-child relationship in this relationship. The study included 382 children aged 3–5 years, randomly selected in Türkiye. Results and discussion: As a result of the study: (1) there was a significant and negative relationship between problem behaviors and social skills, academic self-esteem and teacher-child relationship; (2) the mediating role of academic self-esteem and teacher-child relationship in the relationship between social skills and problem behaviors was supported; and (3) the serial mediating role of academic self-esteem and teacher-child relationship in the effect of social skills on problem behaviors, respectively, was found. These findings indicated that children's social skills may help to increase their academic self-esteem, improve the teacher-child relationship, and thus reduce their problem behaviors. Therefore, these results have important implications for designing interventions to increase preschool children's social skills, academic self-esteem, and teacher-child relationship, as well as to prevent the early development of problem behaviors.Frontiers Media SA2025Articlehttps://rdlopen.rawdatalibrary.net/r/bayburt/11782https://doi.org/10.3389/fpsyg.2025.14531931664-1078enFrontiers in Psychologyinfo:eu-repo/semantics/openAccessinfo:eu-repo/semantics/articlehttps://bayburt-rdlopen.rawdatalibrary.net/tr/items/bayburt/11782