Social Problem-Solving Skills of Children in Terms of Maternal Acceptance-Rejection Levels

Autor/inn/en	Tepeli, Kezban; Yilmaz, Elif
Titel	Social Problem-Solving Skills of Children in Terms of Maternal Acceptance-Rejection Levels
Quelle	3 (2013) 8, S.581-592 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2161-6248
Schlagwörter	Problem Solving; Young Children; Mothers; Parent Child Relationship; Rejection (Psychology); Affective Behavior; Aggression; Social Influences; Questionnaires; Scores; Tests; Statistical Analysis; Statistical Significance; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Problemlösen; Frühe Kindheit; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Ablehnung; Affective disturbance; Active behaviour; Affektive Störung; Sozialer Einfluss; Fragebogen; Examination; Prüfung; Examen; Statistische Analyse; Ausland; Türkei
Abstract	This study was conducted to find an answer to the question of "Do social problem-solving skills of 5-6 years old children differentiate depending on the levels of maternal acceptance rejection?" The participants of the study included 359 5-6 years old children and their mothers. Wally Social Problem-Solving Test and PARQ (Parental Acceptance-Rejection Questionnaire) were used in the study. It was observed that the mean scores that the children got from Wally Social Problem-Solving Test for the social problem-solving skills differed at a statistically significant level according to the low, medium, and high rejection levels that mothers got from the PARQ. According to the scores obtained from "warmth/affection," "hostility/aggression," and "undifferentiated rejection" subscales of PARQ, social problem solving skill scores of the children in three groups, also differed in these three subscales depending on a rejection level of mothers. But it was determined that children's social problem-solving skill scores did not differentiate according to the scores obtained from "indifference/neglect" subscale. This result proves that the interaction between the children and the mothers that accept their children positively contributes to ability of the children's social problem-solving skills. (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01