Thesis Defense by Şevval Nur Yağlı

You are cordially invited to join the online Thesis Defense by Şevval Nur Yağlı (Psychology Master’s Degree Program-Thesis) on Monday May 24, 2021 at 17:00.

The title and the meeting links are as follows: 

Thesis Subject: The Roles Of Coparenting And Child Routines On Children’s Social-Emotional Competence 

Thesis Advisor : Assoc. Prof. İbrahim H. Acar 

Join Zoom Meeting:

https://ozyegin-edu-tr.zoom.us/j/92455248516?pwd=Y05BbDVPU2RkYmlUVFF6TXE5RW1hQT09

Meeting ID: 924 5524 8516

Passcode: 135293

THE ROLES OF COPARENTING AND CHILD ROUTINES ON CHILDREN’S SOCIAL-EMOTIONAL COMPETENCE 

The current study's main purpose was to examine the contributions of coparenting quality and child routines to children’s social-emotional competence during the COVID-19. The current study also aimed to investigate the indirect effects of coparenting quality to children’s social-emotional competence via child routines. The participants comprised 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 along with the effects of the COVID-19 pandemic. Results showed that coparental cooperation was positively, coparental conflict and triangulation were negatively associated with children’s social-emotional competence. In addition, it was found that there was a positive association between child routines and children’s social-emotional competence. Structural equation modeling (SEM) was used to test direct and indirect effects. The results showed that there was an indirect effect of coparenting on children’s social-emotional competence through child routines. Overall, children with parents who showed higher coparenting quality tended to have children with more consistent routines and, in turn, more consistent child routines predicted higher levels of social-emotional competence. These findings suggest that coparenting and child routines may play a crucial role in the social-emotional competence of children. Findings are discussed considering their functioning during the COVID-19 pandemic. Limitations of the current study and future directions are also discussed.

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