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This study aims to examine direct and indirect relationships between parenting styles, children’s behavioural problems, their self- regulation skills and school readiness. In scope of the research, the mediating role of children’s self-regulation skills was evaluated on parenting styles and school readiness and behavioural problems observed in children and school readiness. The data was obtained from 140, 66-72-month-children, enrolled at preschools affiliated to Ministry of Education in Central District of Burdur province in 2015-2016 education year, their parents and 8 teachers working at preschools. The obtained data were analysed with PROCESS macro, the direct and indirect path coefficients of the regression models were subjected to bootstrap analysis. It was determined that parental attitudes did not significantly predict school readiness of the children. On the other hand, attention/impulse control as a sub-dimension of children’s self-regulation skills proved complementary mediation role between children’s anxious/fearful behaviour and school readiness. The study also revealed the indirect-only mediation role of attention-impulse control between hostile/aggressive and hyperactive/distractible behavioural problems and school readiness. The results of the study indicate that children’s anxious/fearful behaviour affect their attention-impulse control skills in a negative way and children’s attention-impulse control skills affect their school readiness in a positive way. Findings of the study have been discussed in the scope of school readiness and suggestions are put forward in accordance with the results.
Erkan et al. (Tue,) studied this question.