Self-regulation and problem solving in early childhood: the mediating role of number sense
Yazarlar (3)
Arş. Gör. Büşra YAŞAR Kafkas Üniversitesi, Türkiye
Doç. Dr. Ali İbrahim Can GÖZÜM Kafkas Üniversitesi, Türkiye
Prof. Dr. Şükrü İLGÜN Kafkas Üniversitesi, Türkiye
| Makale Türü |
Özgün Makale
(SSCI, AHCI, SCI, SCI-Exp dergilerinde yayınlanan tam makale)
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| Dergi Adı | Current Psychology (Q2) | ||
| Dergi ISSN | 1046-1310 Dergi Bilgileri (2026) | ||
| Dergi Tarandığı Indeksler | SSCI | ||
| Makale Dili | İngilizce | Basım Tarihi | 02-2026 |
| Cilt / Sayı / Sayfa | 45 / 5 / – | DOI | 10.1007/s12144-026-09070-0 |
| Makale Linki | https://doi.org/10.1007/s12144-026-09070-0 | ||
| UAK Araştırma Alanları |
Eğitim Bilimleri
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| Özet |
| The aim of this study is to examine the relationships among self-regulation, number sense, and problem-solving skills, and to assess whether number sense plays a mediating role in the interaction between self-regulation and problem-solving skills. The study was conducted in line with the quantitative research approach, using a correlational survey design. The study included a total of 244 children aged 60–72 months attending public independent kindergartens and preschools in a province in the northeastern anatolia region of Türkiye. Data were collected through the Number Sense Test, the Self-Regulation Skills Scale, and the Problem Solving Scale. The measurement tools used in the study were found to be valid and reliable. The findings indicated that self-regulation was found to be significantly associated with, and to predict, children’s problem-solving skills and number sense performance. Additionally … |
| Anahtar Kelimeler |
| Early childhood education | Number sense | Problem solving | Self-regulation |
BM Sürdürülebilir Kalkınma Amaçları
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| Google Scholar | 5 |