The Intermediary Role of Self-Regulatory Skills in the Correlation between Peer Relations and School Adaptation in Preschool Children

Abstract

In this study, peer relationships and school adjustment of refugee and non-refugee children were compared. In addition, it is aimed to examine the mediating role of self-regulation in the relationship between children's parent and peer relationships and school adjustment. The study was conducted on a total of 120 children attending preschool, including 50 refugees and 70 non-refugees. The data of the study were obtained using the Child Behavior Scale by Ladd and Profile, School Adaptation Teacher Rating Scale-Short Form, and Self-Regulatory Skills Scale. The analysis of the data was done using the t-test and structural equation analysis. As a result of the study, peer relations and school adaptation of non-refugee children were significantly higher than those of the refugee children. In the correlational part of the study, peer relations were found to have positive and significant effects on school adaptation and self-regulation skills and self-regulation skills were found to have positive and significant effects on school adaptation skills. In addition, self-regulation skills were found to have a complete intermediary role between peer relations and school adaptation.