Oztabak, Meryem EsraOzyurek, Arzu2024-09-292024-09-2920182147-0626https://doi.org/10.7596/taksad.v7i5.1544https://hdl.handle.net/20.500.14619/8052This research aims to investigate the relation between self-regulation skills of pre-school students and the effect of parental attitudes. The subjects of this study consist of 155 children, 79 girls and 76 boys, who were going to the pre-school education institutions affiliated to the Bartin Provincial National Education Directorate and their parents. In order to determine the self regulation skills of the children the Preschool Self Regulation Scale has been applied to the children individually, and to determine the attitudes of the parents the Family Attitude Inventory has been used to collect the data. Since there has been no distribution of normality encountered in the test of normality, the Mann-Whitney U test has been used in the two group comparisons, for the correlation between the variables, the Spearman's rank correlation coefficient has been used. The significance level has been determined as 0,05. As a conclusion, no significant correlation has been detected between the attention/impulse control and positive feeling scores, which are sub-dimensions of self regulation skills, and the sub-dimensions and total score's of family attitudes inventory. It can be obviously seen that especially the attention and impulse sub dimensions of the pre-school girl students in the experimental group have been more developed and that these children show high self-regulation skills in this sub dimension. It was determined that the parents of the study group had the highest attitudes to identify with their children, followed by social mobility, democratic attitudes and compliance behaviors.trinfo:eu-repo/semantics/openAccessParent attitudesEarly childhoodPreschool periodSelf regulationAttitudeArticle10.7596/taksad.v7i5.154439553857WOS:000454649600034N/A