The relationship between preschool children's metacognitive skills and resilience of their families and teachers

Date

2023-8

Author

Yapar, Nazlı Berfin

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This study aimed to explore the relationship between the metacognitive skills of preschool children and the resilience of their families and teachers by investigating the possible effects of demographic variables. Accordingly, an explanatory correlational research design was chosen. Data were collected from 40 preschool teachers, 208 preschool children, and their families living in Ankara, Türkiye. Six instruments were used to collect the data: a demographic information form for families, and one for preschool teachers, the Family Resilience Assessment Scale, the Psychological Resilience Scale for Adults, the Train Track Task, and the Children's Independent Learning Development Checklist. Descriptive analyses were conducted to examine differences and correlations among the variables. Furthermore, path analysis was performed to investigate direct and indirect relationships among the study variables. The descriptive analyses' results indicated that preschool children's metacognitive skills differ regarding their gender, parental education level, and family income. Additionally, parents' gender, educational status, and family income influenced family resilience, while teacher educational status and income affected teacher resilience. Moreover, a positive relationship was found between the metacognitive skills of preschool children and the resilience of their families and teachers. The results of the path analysis confirmed that family and teacher resilience significantly and positively predicted preschool children's metacognitive skills. Furthermore, the demographic variables were found to significantly influence preschool children’s metacognitive skills, either directly or through the mediation of family and teacher resilience. To conclude, the current study demonstrates that resilient families and teachers can strengthen and support metacognitive skill development in preschool children.

Subject Keywords

Metacognitive skills, Preschool children, Family resilience, Teacher resilience, Early childhood education

URI

https://hdl.handle.net/11511/104910

Collections

Graduate School of Social Sciences, Thesis