{"title":"Preschool children's social skills, problem behaviors, academic self-esteem and teacher-child relationship: a serial mediation model.","authors":"Cansu Tutkun, Seda Eskidemir Meral","doi":"10.3389/fpsyg.2025.1453193","DOIUrl":null,"url":null,"abstract":"<p><strong>Introduction: </strong>Research has shown that children's social skills have effects on their problem behaviors. However, the mechanisms through which social skills contribute to reducing problem behaviors need further clarification.</p><p><strong>Methods: </strong>This study examined the relationship between preschool children's social skills and problem behaviors, as well as the independent and serial mediating roles of academic self-esteem and teacher-child relationship in this relationship. The study included 382 children aged 3-5 years, randomly selected in Türkiye.</p><p><strong>Results and discussion: </strong>As a result of the study: (1) there was a significant and negative relationship between problem behaviors and social skills, academic self-esteem and teacher-child relationship; (2) the mediating role of academic self-esteem and teacher-child relationship in the relationship between social skills and problem behaviors was supported; and (3) the serial mediating role of academic self-esteem and teacher-child relationship in the effect of social skills on problem behaviors, respectively, was found. These findings indicated that children's social skills may help to increase their academic self-esteem, improve the teacher-child relationship, and thus reduce their problem behaviors. Therefore, these results have important implications for designing interventions to increase preschool children's social skills, academic self-esteem, and teacher-child relationship, as well as to prevent the early development of problem behaviors.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1453193"},"PeriodicalIF":2.6000,"publicationDate":"2025-03-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11955605/pdf/","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Frontiers in Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.3389/fpsyg.2025.1453193","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2025/1/1 0:00:00","PubModel":"eCollection","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 0
Abstract
Introduction: Research has shown that children's social skills have effects on their problem behaviors. However, the mechanisms through which social skills contribute to reducing problem behaviors need further clarification.
Methods: This study examined the relationship between preschool children's social skills and problem behaviors, as well as the independent and serial mediating roles of academic self-esteem and teacher-child relationship in this relationship. The study included 382 children aged 3-5 years, randomly selected in Türkiye.
Results and discussion: As a result of the study: (1) there was a significant and negative relationship between problem behaviors and social skills, academic self-esteem and teacher-child relationship; (2) the mediating role of academic self-esteem and teacher-child relationship in the relationship between social skills and problem behaviors was supported; and (3) the serial mediating role of academic self-esteem and teacher-child relationship in the effect of social skills on problem behaviors, respectively, was found. These findings indicated that children's social skills may help to increase their academic self-esteem, improve the teacher-child relationship, and thus reduce their problem behaviors. Therefore, these results have important implications for designing interventions to increase preschool children's social skills, academic self-esteem, and teacher-child relationship, as well as to prevent the early development of problem behaviors.
期刊介绍：
Frontiers in Psychology is the largest journal in its field, publishing rigorously peer-reviewed research across the psychological sciences, from clinical research to cognitive science, from perception to consciousness, from imaging studies to human factors, and from animal cognition to social psychology. Field Chief Editor Axel Cleeremans at the Free University of Brussels is supported by an outstanding Editorial Board of international researchers. This multidisciplinary open-access journal is at the forefront of disseminating and communicating scientific knowledge and impactful discoveries to researchers, academics, clinicians and the public worldwide. The journal publishes the best research across the entire field of psychology. Today, psychological science is becoming increasingly important at all levels of society, from the treatment of clinical disorders to our basic understanding of how the mind works. It is highly interdisciplinary, borrowing questions from philosophy, methods from neuroscience and insights from clinical practice - all in the goal of furthering our grasp of human nature and society, as well as our ability to develop new intervention methods.
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