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Sponsors: search.filters.sponsors.TÜBİTAKSubject: search.filters.subject.Developmental psychology

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    PublicationOpen Access
    Role of temperament, parenting behaviors, and stress on Turkish preschoolers’ internalizing symptoms
    (Wiley, 2017) Yavuz, H. Melis; Corapçı, Feyza; Aksan, Nazan; Department of Psychology; Selçuk, Bilge; Faculty Member; Department of Psychology; College of Social Sciences and Humanities; 52913
    Child- and family-related factors that predict internalizing symptoms are under-studied in preschool years and have a negative influence on children’s functioning. We examined observational assessments of preschoolers’ temperamental fear fulness and exuberance, mother reports of negative control, warmth, and parenting stress in a sample of 109 Turkish preschoolers. High temperamental fearfulness and low joyful/exuberant positive affectivity in addition to low warmth and high parenting stress had significant effects on internalizing symptoms. Parenting stress had both direct and indirect relations to internalizing symptoms via lower maternal warmth. When comorbid elevations in externalizing symptoms were controlled, the results were consistent with the interpretation that poor parenting practices and stress associated with the parenting role predict maladaptation in general but that the specific form of maladaptation may be best predicted by individual differences in children’s temperament
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    The roles of stimulating parenting and verbal development throughout early childhood in the development of mathematics skills
    (Elsevier Science Inc, 2021) N/A; N/A; Department of Psychology; Özkan, Deniz; Baydar, Nazlı; PhD Student; Faculty Member; Department of Psychology; Graduate School of Social Sciences and Humanities; College of Social Sciences and Humanities; 366989; 50769
    This study investigated the unique contributions of mothers' stimulating parenting practices and children's verbal skills throughout early childhood to the prediction of their mathematics skills at age 7, using data from a 5-year longitudinal study of a nationally representative cohort of 3-year-old children in Turkey (N = 1,052, 55.4 % male). Structural models were estimated and systematically tested in order to arrive at a parsimonious model including children's initial verbal and mathematics skills, and stimulating parenting behaviors throughout early childhood. Broadly defined stimulating parenting at ages 3, 4, and 5 had substantial continuity, nevertheless uniquely and significantly predicted the mathematics skills at age 7. The predictive associations of stimulating parenting with children's mathematics skills at age 7 were mediated by the children's verbal skills at age 6. The contributions of specific stimulating parenting behaviors and specific verbal skills to early elementary mathematics skills were discussed.