Mindful parenting supports within-family functioning, including parent–child relationships, which may promote positive child outcomes. In the present study, we examined the contributions of mindful parenting and parent–child relationships (positive and negative aspects) to children’s executive function. The study sample consisted of 354 children (192 girls) between 31 and 101 months (M = 66.65, SD = 15.88) and their parents from relatively low socioeconomic backgrounds. Parents reported mindful parenting, parent–child relationships, and children’s executive function. Findings from the structural equation model indicated that higher levels of mindful parenting and positive parent–child relationships were associated with higher levels of children’s executive function. In contrast, a negative parent–child relationship was related to lower levels of executive function. Additionally, mindful parenting was indirectly related to children’s executive function through the parent–child relationship. Findings from the current study underlined the importance of mindful parenting for both parent–child relationships and children’s executive function. In detail, parents who are better at being present with their children and utilizing mindful discipline may exhibit more warmth and supportive relationships with their children. Consequently, positive relationships could lead children to display higher cognitive abilities, including executive function.

The monthly users of Metaverse, a multi-user virtual reality platform, are over 400 million around the world (Nikolovska, 2023). However, research about individual differences in acceptance of the metaverse is still limited. In the present study, we examined individuals’ cognitive responses, attitudes toward using, and willingness to engage in metaverse based on the Technology Acceptance Model (Davis, 1987). Hence, we developed the Metaverse Acceptance Scale (MAS) and explored how young adults and older adults differ in subscales of attitude, intention to use, perceived usefulness, perceived ease of use, and eagerness to know more about metaverse. The participants (N = 721) filled out a demographic questionnaire and MAS online. MAS demonstrated a 4-factor structure with adequate validity and reliability: Attitude, behavioral intention, perceived usefulness, and perceived ease of use. Not only did the subscales and items show variations between younger and older individuals, but also the associations between components of MAS. The associations between perceived ease of use and attitude, perceived usefulness and intention to obtain further information, and attitude and intention to acquire further information showed variations in the two cohorts. The acceptance, engagement, and intention to adopt metaverse can vary based on age. Thus, different age groups may be active in different domains of the metaverse.

Emerging adulthood is a critical period for the onset of depression and anxiety. Family coping patterns may shape young adults’ coping and psychological symptoms, providing an important target for early mental health interventions. This study examined the transgenerational transmission of dysfunctional and adaptive coping among Turkish young adults and their parents. Young adults (N = 371, Mage=21.22) completed a demographic form, the DBT Ways of Coping Checklist, and the Brief Symptom Inventory; parents completed the DBT Ways of Coping Checklist. Young adults’ dysfunctional coping positively predicted depression and anxiety, whereas adaptive coping negatively predicted depression but not anxiety. Maternal adaptive coping predicted young adults’ adaptive coping and indirectly their depression. Both parents’ dysfunctional coping predicted young adults’ dysfunctional coping and indirectly their symptoms. Findings highlight distinct maternal and paternal contributions to coping socialization and underscore the value of DBT-informed, family-based interventions to reduce depression and anxiety in emerging adulthood.

Research Findings: Understanding how relational classroom contexts shape links between children's self-regulatory skills and early academic development is critical. This study examined the role of teacher-child relationship quality in associations between behavioral self-regulation and early mathematics and science abilities, investigating whether closeness and conflict moderated relations between self-regulation and academic outcomes. The sample included 212 preschool-aged children (50% girls; M age = 60.80 months, SD = 7.39) from 53 classrooms in Istanbul, T & uuml;rkiye. Relationship quality was assessed through teacher reports, self-regulation was measured using a structured performance-based task, mathematics and science abilities were assessed through direct measures. Analyses indicated that the association between self-regulation and mathematics performance varied by conflict, such that children with higher self-regulation demonstrated stronger mathematics performance even in classrooms with elevated conflict. For science outcomes, closeness emerged as a significant correlate alongside self-regulation. These findings underscore that the academic relevance of self-regulation depends on the relational context. Practice or Policy: Results underscore the importance of teacher-child relationships as a classroom context shaping how children's self-regulatory skills are expressed and translated into academic learning. Efforts to support positive relationships may be critical for fostering mathematics and science development, particularly in classrooms placing greater regulatory demands on children.

This study examined child- and teacher-level social factors associated with preschool children's school adjustment within the Turkish early childhood education context. Participants were 294 preschool children (M = 67.88 months, SD = 10.57; 51.7% girls) and their teachers (n = 19) from Ankara, T & uuml;rkiye. Teachers reported on children's prosocial behaviour and their own prosocial behaviour and aggression, while peer relational experiences were assessed via sociometric interviews. Using multilevel modelling to account for children nested within classrooms, results indicated that children's prosocial behaviour was positively associated with school adjustment, whereas peer rejection and teacher aggression were negatively associated. The teacher's prosocial behaviour was not a significant predictor of children's school adjustment. These findings underscore the salience of negative social experiences in shaping school adjustment and highlight the importance of emotionally supportive classroom environments in Turkish early childhood settings.

The purpose of the current study was to examine the dyadic association between parents’ self-compassion and children’s emotion regulation in early childhood, with a specific focus on the mediating role of the coparenting relationship (cooperation, conflict, and triangulation). The sample of this study consisted of 333 parental dyads (333 mothers and 333 fathers) who had at least one child between 36 and 96 months (M = 68.89, SD = 15.03). Both mothers and fathers reported their level of self-compassion, the coparenting quality, and their child’s emotion regulation. The Actor–Partner Interdependence Model (APIM) and Actor- Partner Interdependence Mediation Model (APIMeM) were used to investigate the effects of the actor and partner on the study variables. The results from the Actor-Partner Interdependence Model (APIM) revealed a significant and positive association between parents' self-compassion and their respective reports of child emotion regulation. Notably, fathers' self-compassion was significantly associated with mothers' reports of child emotion regulation, but mothers' self-compassion did not show a significant association with fathers' reports of child emotion regulation. Results also demonstrated that fathers' coparenting cooperation mediated the relationship between mothers' self-compassion and fathers' reports of child emotion regulation, as well as the relationship between fathers' self-compassion and their own reports of child emotion regulation. However, conflict and triangulation within the coparenting relationship did not mediate the association between parents' self-compassion and children's emotion regulation.

This study investigated the roles of parental mealtime technoference and child self-regulation in emotional eating behaviors (overeating and undereating) in Turkish preschool children. Data were collected from 203 children aged 36 to 76 months (M = 59.40, SD = 8.70) at Time 1 and 50 to 80 months (M = 65.54, SD = 7.03) at Time 2 across two academic semesters. Parents provided reports on their children's eating behaviors and mealtime technoference, while researchers evaluated the children's self-regulation. Cross-lagged path analyses revealed that emotional overeating in children at Time 1 was linked to lower parental mealtime technoference at Time 2, whereas parental mealtime technoference at Time 1 was associated with increased child emotional overeating at Time 2. Emotional undereating in children at Time 1 was linked to lower child self-regulation at Time 2. These findings underscore the bidirectional influences of child- and parent-driven factors on emotional eating, framed within the Transactional Human Development Model.

The longitudinal research focusing on the effects of maternal mental health on parenting capacity and child behavior problems during COVID-19 is still limited. Therefore, we examined how maternal symptoms of anxiety, depression, stress, and COVID-19-related stress affect maternal emotional availability at a 2-month follow-up and behavior problems at a 4-month follow-up. The mothers (N = 443) with pre-schoolers ( Age Range = 30-80 months) responded to questionnaires at three time points. Maternal depression and stress positively predicted maternal hostility and negatively predicted maternal mutual attunement. Maternal hostility and mutual attunement mediated the associations between maternal depression and child externalization, as well as maternal stress and child externalization. Only hostility mediated the associations between maternal depression and stress with child internalization. We highlighted the role of maternal depression and stress in both positive and negative aspects of emotional availability that could possibly shape child externalization. For internalization, maternal hostility adopted the mediator role.

The current study aimed to examine the direct and indirect contributions of mothers’ early attachment to their parents (emotional warmth and overprotection) and approaches to children’s emotions in mother-child relationship. The study sample consisted of 358 mothers of young children. Mothers’ ages ranged from 20 to 53 (M=34.81, SD=4.90), and the children’s ages ranged from 16 to 111 months (M=54.70, SD=19.44). Mothers reported their attachment to their parents (mothers and fathers), approaches to children’s emotions, and mother-child relationship. Findings from the structural equation model showed that mothers’ perceived emotional warmth from their parents was positively related to avoidance of their child’s emotions and orientation child’s emotions in the current context; overprotection experienced by mothers from their parents was positively associated with avoidance of their child’s emotions in the current context. In addition, mothers’ emotional warmth from their parents was indirectly related to mother-child relationship via mothers’ orientation to child emotions. Overprotection experienced by mothers from their parents was indirectly related to mother-child relationship via avoidance of child emotions. Results highlight the potential transmission of relationship patterns between generations through emotional approaches.

Bu çalışmanın amacı, Palmer vd. (2024) tarafından geliştirilen Kısa Yürütücü İşlevler Ölçeği’nin Türkçe formunun uyarlanmasını sağlamak ve bu formun geçerlik ve güvenirlik özelliklerini değerlendirmektir. Araştırmanın çalışma grubunu, 36-82 aylık 266 okul öncesi çocuk oluşturmuştur. Türkçe formda toplam 12 madde yer almakta olup, doğrulayıcı faktör analizi bulguları, ölçeğin özgün iki boyutlu yapısını desteklemiştir. Ölçüt bağıntılı geçerliği değerlendirmek amacıyla uygulanan Çocukluk Dönemi Yürütücü İşlevler Envanteri (Ebeveyn Formu) ile anlamlı korelasyonlar elde edilmiştir. Test-tekrar test yöntemiyle hesaplanan güvenirlik katsayıları sırasıyla .62 ve .32 olarak bulunmuştur. Ayrıca, düzeltilmiş madde-toplam korelasyon katsayıları .268 ile .458 arasında değişmektedir. Bulgular, Kısa Yürütücü İşlevler Ölçeği’nin geçerli ve güvenilir olduğunu ve okul öncesi dönem çocukların yürütücü işlev becerilerinin değerlendirebilecek bir araç olduğunu göstermektedir.

Children’s temperamental traits, such as rhythmicity, reactivity, and persistence, as well as bedtime routines, play a crucial role in influencing their sleep behaviors. The present study examined the contributions of the children’s temperament (rhythmicity, reactivity, and persistence) and bedtime routines to children’s sleep problems, with a further interest in examining the moderating role of bedtime routines between child temperament and sleep problems. The sample consisted of 313 mothers of children aged between 16 and 84 months (M = 52.42, SD = 12.36). The mothers provided reports on their children’s sleep problems, bedtime routines, and temperament. Hierarchical regression analyses were run to test hypotheses. Results indicated that children’s temperamental rhythmicity and reactivity were closely linked to sleep problems, with bedtime routines, especially a consistent bedtime environment, helping to reduce these issues. Consistent bedtime practices moderated the effect of low rhythmicity, as children with lower rhythmicity experienced fewer sleep problems when routines were stable. Regular bedtime routines may serve as a protective factor, mitigating the effects of challenging temperamental traits on sleep.

The current study examined the direct and indirect contributions of children's temperament (reactivity, persistence, and rhythmicity), parenting stress, and bedtime routines to Turkish children's sleep behaviours during the COVID-19 pandemic. The sample was 313 mothers of children between 16 and 84 months (M = 52.42, SD = 12.36). Mothers reported their children's sleep behaviours, children's bedtime routines, parenting stress, and children's temperament. Multivariate path analyses were run to test the direct and indirect effects. Results indicated that parenting stress was negatively related to children's sleep behaviours. Further, it was found that consistency of bedtime routine environments was positively associated with children's sleep behaviours. For the indirect associations, children's temperament (rhythmicity and reactivity) was indirectly associated with children's sleep behaviours via the consistency of bedtime routines. Findings underline the importance of child temperament, parenting stress, and bedtime routines for children's sleep behaviours. The implications of the findings are discussed in light of previous research and the Bioecological model of human development in considering their functioning during the COVID-19 pandemic.

The present study investigates the relationship between foreign language anxiety and beliefs towards foreign language learning, considering personal and social-environmental factors that may influence language learners' beliefs. The participants consisted of 431 college students (M = 19.99, SD = 4.57 years) enrolled in language preparatory classes in Türkiye, focusing on Arabic, Chinese, English, German, Russian, and Spanish. The students provided self-reports on their levels of foreign language anxiety, including speech anxiety, failure anxiety, and low self-confidence, as well as their beliefs towards foreign language learning. The results of hierarchical regression analysis revealed that failure anxiety was positively associated with students' beliefs towards foreign language learning, indicating that higher levels of failure anxiety were linked to less favorable beliefs. On the other hand, low self-confidence was negatively associated with beliefs towards foreign language learning, suggesting that lower levels of self-confidence were associated with more negative beliefs. Speech anxiety, however, speech anxiety showed no significant association with students' beliefs towards foreign language learning. Furthermore, it was observed that foreign language anxiety and beliefs towards foreign language learning differed based on the specific foreign language being learned. These findings underscore the importance of examining foreign language anxiety in relation to beliefs towards foreign language learning, particularly within diverse language learner populations.

Young children and their parents faced difficulties in their daily functioning due to the ongoing COVID-19 pandemic. In this qualitative study, we explored the experiences and perceptions of parents and their young children regarding the pandemic process. A sample of 22 parents (mothers and fathers) and nine children aged between four and six years from the same families were interviewed. Thematic analysis was used to generate themes. These themes reflected changes in the daily life of the parents and children, increased household chores and childcare, conflict reconciliation within the family, and coping strategies employed by parents and children. These themes are discussed within the frameworks of Family Systems Theory and the Family Stress Model. Drawing on the theoretical underpinnings of Family Systems Theory and the Family Stress Model, we critically examined these themes to illuminate the intricate dynamics at play within family units amidst the pandemic upheaval. Through this exploration, we aimed to provide a comprehensive understanding of the pandemic's impact on the familial fabric and shed light on potential avenues for support.

The purpose of the current study was to examine the contributions of coparenting quality and child routines to children’s social–emotional competence during COVID-19. Further, we investigated the indirect effects of coparenting quality on children’s social–emotional competence via child routines. The participants were 403 mothers of children between 23 and 102 months old (M = 59.23, SD = 10.92). Mothers reported their children’s social–emotional competence, coparenting quality, and children’s routines as main variables and the COVID-19 pandemic effects (financial, resources, psychological, and within-family interaction effects). Results from the structural equation model showed that higher levels of coparenting quality and consistency in child routines were positively related to children’s social–emotional competence. In addition, there was an indirect effect of coparenting on children’s social–emotional competence through child routines. In detail, higher parental coparenting quality was associated with more consistent child routines, and, in turn, more consistent child routines were associated with higher levels of social–emotional competence. These findings suggest that coparenting and child routines may play a crucial role in children’s social–emotional competence. Results are discussed, considering their functioning during the COVID-19 pandemic.

Children's emotional well-being may emerge as a result of the dynamic interplay between individual factors, such as temperament and environmental factors, such as parenting stress. The current study aimed to investigate the contributions of child temperament and parenting stress to children's emotional well-being. This study also examined the moderating role of parenting stress on the association between child temperament and children's emotional well-being. Participants were mothers of 219 Turkish preschool children (110 girls) aged 36 months to 76 months (M = 56.95 months, SD = 11.73 months). Mothers reported on children's emotional well-being (emotion regulation, emotion dysregulation, child aggression and child anxiety), temperament (persistence and reactivity) and parenting stress. Persistence was negatively associated with emotion dysregulation and child aggression, while reactivity was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Parenting stress was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Simple slope analyses revealed that high persistence coupled with low parenting stress was associated with higher emotion regulation, while low persistence paired with high parenting stress was linked to higher child aggression. The findings underline the significance of child temperament and parenting stress for children's emotional well-being.Highlights Temperamental persistence is negatively associated with emotion dysregulation and aggression. Temperamental reactivity is negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety. Parenting stress was negatively associated with emotion regulation and positively associated with emotion dysregulation, aggression and anxiety in children.

In the current study, we examined the direct and indirect paths from mindfulness to adolescents' sibling relationships through their cognitive empathy and sympathy. The sample consisted of 220 adolescents (50.9 % female) between age of 13 and 17 years (M = 15.86, SD = 0.91). Participants reported their mindfulness (acceptance and awareness), cognitive empathy and sympathy, and sibling relationships. The parallel mediation model revealed that mindful awareness and acceptance predicted kindness, involvement, and empathy within sibling relationships through sympathy. In addition, there was a significant indirect effect of mindful awareness to empathy in sibling relationships through cognitive empathy. Findings provided information regarding the importance of indirect contributions of mindfulness to sibling relationships through cognitive empathy and sympathy.

The current research explored the dyadic relationships between general psychological distress (GPD) and coparenting dimensions (cooperation, conflict, triangulation) through the mediation of couple satisfaction among parents with young children. The sample comprised 184 heterosexual couples (184 mothers, 184 fathers, age range from 25 to 57 years) married for 10 years on average. The actor-partner interdependence model (APIM) and APIM Mediation Model analyses demonstrated significant relationships between mothers' and fathers' GPD and all three of their own coparenting dimensions (direct actor effects), also through their own couple satisfaction (indirect actor-actor effects). Additionally, mothers' GPD had direct effects on fathers' coparenting cooperation (partner effect). Fathers' GPD had significant indirect effects on all dimensions of mothers' coparenting through mothers' couple satisfaction (partner-actor effects), plus on mothers' coparenting triangulation through fathers' couple satisfaction (actor-partner effect). Findings were in line with Family System Theory and consistent with prior research. Clinical implications were discussed.

The present study aims to gain a greater understanding of the manner in which culture may impact parenting and, thus, child development by examining the relationship between cultural values, socialization goals (SGs), and parental ethnotheories (PEs). Specifically, this study examined links between cultural value dimensions (i.e., individualism/collectivism, power distance, masculinity/femininity, uncertainty avoidance, indulgence/restraint, and long-term/short-term orientation; Hofstede et al., 2010) and autonomous as well as relational SGs and PEs. We examined data collected from mothers of toddlers (N = 865) between 17 and 40 months of age (M = 26.88 months, SD = 5.65 months; 52% boys) from 14 nations represented in the Joint Effort Toddler Temperament Consortium. We hypothesized that: (a) Cultural values consistent with independent cultural ideals would be positively associated with SGs and PEs representative of greater autonomy and independence, and (b) Cultural values consistent with interdependent ideals would be positively associated with SGs and PEs representative of greater interrelatedness. Multilevel modeling was used to regress parental psychology on Hofstede's cultural values. Support for these hypotheses was somewhat mixed; higher ratings of culture-level indulgence were associated with higher autonomous PEs, as well as with higher relational and autonomous SGs. Furthermore, higher ratings of culture-level masculinity were associated with lower relational PEs and with lower autonomous SGs. The results suggest differences in the effects for cultural values associated with parenting versus cultural values associated with child outcomes and highlight considerations related to dichotomous cultural frameworks. The findings help explain both individual- and country-level variations in aspects of parental psychology.