{"paper_id":"2f8209e6-6113-44b0-b3dc-c0375e11c0e2","body_text":"Supporting Social-Emotional and Behavioral Skills in Preschool Children Through Gymnastics | Research Square window.SnipcartSettings = { analytics: { enabled: false } }; (function() { var accessVector = localStorage.getItem('access_vector') || ''; window.dataLayer = window.dataLayer || []; if (accessVector) { window.dataLayer.push({ user: { profile: { profileInfo: { snid: accessVector } } } }); } })(); (function(w,d,s,l,i){w[l]=w[l]||[];w[l].push({'gtm.start':new Date().getTime(),event:'gtm.js'});var f=d.getElementsByTagName(s)[0],j=d.createElement(s),dl=l!='dataLayer'?'&l='+l:'';j.async=true;j.src='https://www.googletagmanager.com/gtm.js?id='+i+dl;f.parentNode.insertBefore(j,f);})(window,document,'script','dataLayer','GTM-K279D39R'); Browse Preprints In Review Journals COVID-19 Preprints AJE Video Bytes Research Tools Research Promotion AJE Professional Editing AJE Rubriq About Preprint Platform In Review Editorial Policies Our Team Advisory Board Help Center Sign In Submit a Preprint Cite Share Download PDF Research Article Supporting Social-Emotional and Behavioral Skills in Preschool Children Through Gymnastics Emre Yamaner, Özlem Bal, Kerim Aktaş, Merve Girgin, Nisa Gökden Kaya, and 1 more This is a preprint; it has not been peer reviewed by a journal. https://doi.org/ 10.21203/rs.3.rs-7506983/v1 This work is licensed under a CC BY 4.0 License Status: Under Review Version 1 posted 11 You are reading this latest preprint version Abstract Background This study investigated the effect of basic gymnastics training on the social-emotional and behavioral skills of preschool children. The study group consisted of 40 typically developing children aged 48–69 months, attending a private kindergarten in Çorum province of Türkiye. Methods The study was conducted combining qualitative and quantitative methods within mixed method. The quantitative dimension of the using a pre-test-post-test control group model, while the qualitative dimension was conducted using a case study model. 20 children were randomly assigned to the experimental group and received basic gymnastics training for 8 weeks, whereas no intervention was applied to 20 children in the control group. Quantitative data were collected with “Self-Regulation Skills Scale,” “Emotion Regulation Scale,” and “Social Competence and Behavior Assessment Scale” which were answered by preschool teachers, while qualitative data were collected “Parent Interview Form.” Quantitative data analysis was performed using the SPSS software package. The t-test was used in cases where the data showed a normal distribution. The Mann-Whitney U test was used to determine the differences between the groups in cases where the data did not show a normal distribution, and the Wilcoxon signed-rank test was used to examine the changes within the groups. The qualitative data obtained with the Parent Interview Form was evaluated using content analysis. Results According to the post-test results of the study, the scores of the children in the experimental group on the “Self-Regulation Skills Scale,” “Emotion Regulation Scale,” and “Social Competence and Behavior Assessment Scale” were found to be statistically significantly higher than those of the control group. The qualitative data obtained from the study support these findings. Conclusions The findings obtained as a result of the research show that basic gymnastics education has a significant effect on the social and emotional development of preschool children Preschool period Emotion regulation Self-regulation Social skills Gymnastics Introduction Early childhood is a critical period in terms of social-emotional development [1]. Supporting children socially and emotionally during this period plays a crucial role in their acquisition of certain social skills [2]. Social skills include listening to others, empathizing, expressing oneself appropriately, problem solving and working in groups [3]. There are many factors that influence psychosocial development [4, 5] including sports activities [6, 7, 8]. Sports activities develop children’s skills such as participating in group activities, acting appropriately within a group, friendship, teamwork, cooperation, responsibility, leadership, emotion management, respect, love, trust, and acceptance, as well as the ability to be good observers [9, 10]. One of the sports that supports children is gymnastics [11, 12]. Gymnastics affect not only motor development [13] but also social-emotional development in terms of the communication established during group activities, teaching acceptance of loss and appropriate responses to winning, reinforcing perseverance, imparting the ability to obey rules and show respect [11]. The ability of individuals to shape, evaluate, and monitor their emotions or positive experiences is directly related to emotion regulation skills [14] which are part of social-emotional development. Research results indicate physical activity has effects on emotion regulation [15, 16]. Emotion regulation skills play a key role in children's ability to manage conflicts with other individuals and the demands they encounter [17, 18, 19]. Self-regulation is the ability to control thoughts, emotions, behaviors, impulses and attention using cognitive strategies [20, 21]. Physical activity [22, 23], parental education level [24], role modeling [25], parental attitudes [26], peers' self-regulation behaviors [27] and cultural level influence self-regulation [28]. Another area that predicts self-regulation skills is social competence [29], thus emotion regulation skills and social competence are interrelated factors [30, 31]. Social competence enables participation in social life appropriately, includes skills such as emotion control and prosocial behaviors, and it is critical in the context of adaptation [32]. Gymnastics enable development skills within the scope of social competence [12]. Research results revealed that gymnastics and sports activities in early childhood have positive effects on jumping [33], agility, flexibility, vertical jump, standing long jump [34], running, long throw, forward bend, balance [35, 36], speed, grip strength [37], physical fitness [38], locomotion skills, and object control [39, 40]. Furthermore, sports activities have positive effects on peer relationships, social acceptance, belonging, adaptation, rule-following, and school satisfaction [41]. However, no multidimensional study has been found on the effects of a gymnastics-based intervention program on self-regulation, emotion regulation skills and social competence levels, which are the dependent variables of this study. This is important both in terms of the originality of the research and in terms of explaining the effects of gymnastics education on children's social-emotional development. In this respect, the research will contribute to the relevant literature. The following research questions were addressed in the study: • Does 8 weeks of basic gymnastics training have a significant effect on children's social-emotional development in terms of their self-regulation, emotion regulation skills and social competence? • How do parents interpret the effects of 8 weeks of basic gymnastics training on their children's social-emotional and behavioral development? Method The research was conducted using a mixed design combining quantitative and qualitative methods. Interpreting qualitative and quantitative data together, provides more detailed analysis and accurate understanding of the research problems [42]. The qualitative dimension of the study was conducted as a case study, while the quantitative dimension was carried out using a pretest-posttest-control group design. The children were assigned to experimental and control groups randomly. The dependent variables of the study are the levels of self-regulation, emotion regulation, and social competence of the children in the study group. The “Basic Gymnastics Education Program” applied to the children in the study group for 8 weeks is the independent variable of the study. In order to collect qualitative data, semi-structured interviews with parents to assess the effectiveness of the gymnastics. Semi-structured interviews consisting of open-ended questions can be reformulated according to the flow of the interview process [43]. This type of interview allows participants to express their perspectives and experiences freely. Study Group The study group was determined by purposive sampling and consisted of 40 typically developing children aged between 48-69 months, attending a private kindergarten in Çorum province. When determining the number of children to be included in the study group, a priori power analysis was performed using G*Power 3.1 software based on a one-tailed t-test for two independent groups in order to test the difference between the groups. As a result of the literature review [12], the effect size was determined as d = 0.74. In the analysis, the significance level was defined as α = 0.05, the power value as 1-β = 0.72, and the sample distribution ratio between groups as 1:1. As a result of the analysis, it was determined that a minimum of 19 participants were needed for each group (total n = 38). However, considering potential data loss and error margins, 20 participants were included in each group, and the total number of children in the study group was set at 40. Data Collection Tools Self-Regulation Skills Scale The scale developed by Bayındır and Ural [44], contains 33 items that consists of two sub-dimensions as “regulation skills” and “control skills”. The regulation skills sub-dimension consists of 21 items related to planning process monitoring, action control, evaluation, emotion, and motivational regulation skills, while the control skills sub-dimension includes 12 items related to self-control and attention control. It is a 5-point Likert-type scale, with 5 = definitely true and 1 = definitely not true. The score is calculated by dividing the total score to the number of items. The content validity for the entire scale was found .78, while the reliability coefficient was .96. The reliability coefficients were .96 for the regulation skills subscale and .91 for the control skills subscale, thus the scale is valid and reliable [44]. Emotion Regulation Scale The scale was developed by Shields and Cicchetti [45], and adapted into Turkish by Batum and Yağmurlu [46]. It aims to measure the emotional reactivity of preschool children and their ability to shape and express their emotions according to various conditions, consists of 24 items and has two subscales: “Emotion Regulation” and “Variability-Negativity.” The 4-point Likert-type scale is answered by teachers or parents, and scores range between 1 and 4. The internal consistency of the scale was calculated as .75 for the teacher form [46]. Social Competence and Behavior Assessment Scale-30 The scale was developed by LaFreniere and Dumas [47] and Turkish standardization was conducted by Çorapçı et al., [48]. It consists of 30 items that aim to measure children's social skills with three subscales: “Social Competence” (10 items), “Anger-Aggression” (10 items), and “Anxiety-Introversion” (10 items). The social competence subscale measures cooperation and problem-solving skills; the anger-aggression subscale measures externalizing problems such as defiance toward adults and aggression in peer interactions; and the anxiety-introversion subscale measures internalizing problems such as negative emotions and lack of initiative. It is a 6-point Likert scale, with responses ranging from 1 = never, 2 or 3 = sometimes, 4 or 5 = often, to 6 = always [48]. Parent Interview Form This form was developed by the researchers by taking expert opinions from five experts: one expert in sports science, three experts in preschool education, and one preschool teacher. The interview form, consisting of six items, asked families about the effects of gymnastics activities on children's emotional and behavioral regulation skills and social skills. Data Analysis Quantitative data were analyzed using the SPSS software package. The t-test was used to determine the difference between groups when data showed a normal distribution, the Mann-Whitney U test was used when data did not show a normal distribution, and the Wilcoxon signed-rank test was used to examine the change within the groups. The confidence interval for the statistical analysis results was set at 95%, and the results were interpreted as a significant relationship in terms of the relevant variable when the significance level was 0.05 or below (p<0.05) [49]. The qualitative data were analyzed using content analysis. The responses of parents were grouped according to similarity and classified into themes and subthemes [50]. When direct quotations were used, the parents' names were not used, they were coded as E1, ……E20. To determine reliability, responses were coded separately by another expert. The reliability between coders was calculated using the formula “Reliability = Consensus / (Consensus + Disagreement) X100” [51]. Findings Quantitative Findings The t-test was used to compare the pretest scores of the children in the experimental and control groups on the sub-dimensions of the scales. The findings are given in Table 1. Table 1 t Test Results of Pre-test Scores of the Children in Experimental and Control Groups Scale Group N x̅ Sd Df t p Regulation Skills Experimental 20 56.50 9.22 38 -.513 .611 Control 20 57.85 7.32 Control Skills Experimental 20 33.50 4.92 38 -.608 .547 Control 20 34.35 3.86 Variability/Negativity Experimental 20 43.45 5.61 38 .468 .642 Control 20 42.65 5.18 Emotion Regulation Experimental 20 20.45 3.12 38 .114 .910 Control 20 20.35 2.37 Social Competence Experimental 20 31.00 7.15 38 -.076 .940 Control 20 31.15 5.12 Anger-Aggression Experimental 20 29.50 5.57 38 .128 .898 Control 20 29.30 4.17 Anxiety-Introversion Experimental 20 36.00 4.93 38 .762 .451 Control 20 34.95 3.69 *p<.05 As seen in Table 1 there is no significant difference between the pre-test scores of children in the experimental and control groups in terms of measured properties. Mann-Whitney U Test was conducted in order to find out whether there is a significant difference between the scores of the children in the experimental and control groups. The findings are presented in Table 2. Table 2 Mann-Whitney U Test Results of Post-test Scores of the Children in the Experimental and Control Groups Scale Group N Rank Mean. Row Total Sd U p Regulation Skills Experimental 20 28.93 578.50 15.89 31.500 .000* Control 20 12.08 241.50 Control Skills Experimental 20 29.38 587.50 9.50 22.500 .000* Control 20 11.63 232.50 Variability/negativity Experimental 20 15.20 304.00 9.76 94.000 .003* Control 20 25.80 516.00 Emotion Regulation Experimental 20 26.08 521.50 5.37 88.500 .002* Control 20 14.93 298.50 Social Competence Experimental 20 28.50 570.00 9.17 40.000 .000* Control 20 12.50 250.00 Anger-Aggression Experimental 20 13.55 271.00 8.90 61.000 .000* Control 20 27.45 549.00 Anxiety-Introversion Experimental 20 12.25 245.00 10.58 35.000 .000* Control 20 28.75 575.00 *p<.05 According to Table 2, there is a significant difference between the post-test scores of children in the experimental and control groups on the Self-Regulation Skills Scale, Emotion Regulation Scale, and Social Competence and Behavior Assessment Scale. The pre-test and post-test scores of children in control group were compared using the t-test. The results are presented in Table 3. Table 3 t Test Results of Pre-test and Post-test Scores of the Children in the Control Group Scale Test N X̅ Sd Df t p Regulation Skills Pre 20 57.85 7.33 19 -10.510 .000* Post 20 79.50 8.15 Control Skills Pre 20 34.35 3.86 19 -17.691 .000* Post 20 46.05 4.57 Variability/negativity Pre 20 42.65 8.15 19 14.926 .000* Post 20 30.05 5.18 Emotion Regulation Pre 20 20.35 5.82 19 -27.667 .000* Post 20 28.65 2.16 Social Competence Pre 20 31.15 5.12 19 -9.764 .000* Post 20 39.75 5.95 Anger-Aggression Pre 20 29.30 4.17 19 13.195 .000* Post 20 17.00 4.52 Anxiety-Introversion Pre 20 34.95 3.69 19 13.241 .000* Post 20 21.45 4.73 *p<0.05 According to Table 3, there is a significant difference in the Self-Regulation, Emotion Regulation, and Social Competence and Behavior Assessment scores of the children in the control group, in favor of post-test. The pre-test and post-test scores of children in the experimental group were compared using the nonparametric Wilcoxon signed-rank test. The findings are presented in Table 4. Table 4 Wilcoxon Signed-Rank Test Results for Pre-test-Post-test Scores of Children in the Experimental Group Scale Pre-test-Post-test N Rank Mean. Row Tot. Z p Regulation Skills Negative Order 0 .00 10.50 .00 210.00 -3.922 .000* Positive Order 20 Equal 0 Total 20 Control Skills Negative Order 0 .00 10.50 .00 210.00 -3.925 .000* Positive Order 20 Equal 0 Total 20 Variability/negativity Negative Order 20 10.50 .00 210.00 .00 -3.928 .000* Positive Order 0 Equal 0 Total 20 Emotion Regulation Negative Order 0 .00 10.50 .00 210.00 -3.930 .000* Positive Order 20 Equal 0 Total 20 Social Competence Negative Order 0 .00 10.50 .00 210.00 -4.028 .000* Positive Order 20 Equal 0 Total 20 Anger-Aggression Negative Order 20 10.50 .00 210.00 .00 -3.937 .000* Positive Order 0 Equal 0 Total 20 Anxiety-Introversion Negative Order 20 10.50 .00 210.00 .00 -3.924 .000* Positive Order 0 Equal 0 Total 20 *p<0.05 As seen in Table 4, there is a significant difference in favor of post-test in the “Self-Regulation Skills Scale,” “Emotion Regulation Scale,” and “Social Competence and Behavior Assessment Scale” scores of the children in the experimental group. Qualitative Findings The parents of the children in the experimental group were asked about the effects of participating in gymnastics activities on their children's social, emotional, and behavioral skills. The responses from the parents were divided into two main themes: “emotion” and “behavior.” The “emotion” theme was divided into the sub-themes of “anger management,” “coping with disappointment,” “self-confidence,” and “expressing emotions.” The “behavior” theme was divided into the sub-themes of “sharing,” “helping,” “cooperation,” “waiting in line,” “patience,” “making friends,” and “following rules.” The findings are presented in Table 5. Table 5 The Effect of Gymnastics Training on Children's Social-Emotional Skills Theme Sub-Theme Number of Children Emotion Anger Management 4 Coping with Disappointment 2 Self-confidence 3 Expressing Emotions 10 Behavior Sharing 5 Helping 4 Cooperation 3 Waiting in Line 4 Patience 4 Making Friends 11 Following Rules 7 No change I did not observe any change 2 In Table 5, it is seen that parents state that gymnastics activities contribute to children, especially for making friends and expressing emotions. For example, E 5 reported “He learned to share with his peers. At first, he had aggressive behavior. It completely disappeared,”. E 11 said “ I can say that my child's social skills have improved after gymnastics training. Before, he was more introverted and shy about making friends, but now I observe that these aspects have improved,” . E 14 states, “It has helped him cope with disappointment,” E 18 states, “ Before, he would get upset when he couldn't do something, but now he thinks he can succeed by training like he does in gymnastics,” and E 20 states, “Since he started gymnastics, he has been able to control his anger better.” Parents were then asked their children's emotions and behaviors towards gymnastics training. The responses were divided into two main themes: “emotion” and “behavior” The “emotion” theme was divided into the sub-themes of “excitement” and “cheerfulness,” while the “behavior” theme was divided into the sub-themes of “willingness” and “being energetic”. The findings are presented in Table 6. Table 6 The Children's Emotions and Behaviors Towards Gymnastics Training Theme Sub-Theme Number of Children Emotion Excitement 8 Cheerfulness 22 Behavior Willingness 8 Being Energetic 5 According to Table 6, most of the children reported being cheerful towards gymnastics training. For example, E 16 stated “She enjoys gymnastics so much that she talks about her gymnastics teachers in every environment.”. Similarly, E 19 said, “He usually comes out cheerful because he enjoys the lessons.” E 4 said, “On the night or morning of the gymnastics class, he becomes extremely excited and eager. When I wake him up in the morning and say, ‘Come on, get up, there’s gymnastics after school today,’ he gets up immediately and gets ready.” in order to explain his willingness. Discussion There is no significant difference between the pre-test scores of children in the experimental and control groups which is an expected and desired outcome showing that children are randomly assigned to groups. Furthermore, this situation may stem from the similar socio-cultural characteristics of children. Within the framework of the socio-cultural development theory proposed by Vygotsky (1983; cited in 52), it is known that child development cannot be considered separately from the social context. The post-test scores of both experimental and control groups revealed a significant increase, which is more pronounced in the experimental group. The increase in the scores of control group without any intervention can be explained by the nature of development. Child development is a continuous process [ 53 ]. Therefore, the social development of children in the control group continued through the influence of preschool education. Furthermore, research results show that duration of preschool education supports social-emotional development [ 54 ] and receiving preschool education and the quality of preschool education had an effect on children's cognitive and social development [ 55 ]. The post-test scores of the children in the experimental group were found to be statistically significantly higher than the post-test scores of the children in the control group. The significant increase in the scores of the experimental group after basic gymnastics training was an expected result. When considered in the context of developmental principles, development is a whole thus each domain support others [ 56 , 57 ]. In this context, it is an expected result that supporting motor development with gymnastics will affect social development. Results of a study conducted with children aged 5–6 years, revealed positive relationship between children's physical activity levels and their levels of self-regulation, adaptation, communication, adaptive behavior, autonomy, affect, and interaction with people [ 58 ]. Similarly, Pushkina [ 12 ] indicated that rhythmic gymnastics training improves children's discipline, time management, responsibility, cooperation, communication, patience, leadership, social confidence, and adaptability. Becker et al. [ 59 ] concluded that active play makes a positive difference in children's self-regulation. A meta-analysis reveal that 67% of studies involving exercise-based intervention programs showed a significant difference in self-regulation [ 60 ]. Similarly, Zhang et al. [ 61 ] found that gymnastics significantly effect executive functions of preschool children such as, regulating responses, and managing cognitive conflicts. Considering that executive functions and self-regulation skills are two interrelated elements [ 62 , 63 ], the gymnastics training may have created a significant difference in the self-regulation skills of the children in the experimental group. This result is parallel with the previous research findings such as sports are related to children's mental and emotional development thus improve children's ability to understand emotions [ 64 ]. According to Vasilopoulos and Ellefson [ 65 ] physical activity and emotion regulation skills are related during early childhood. Gymnastics training not only supports motor development in children but also has positive effects in cooperation, leadership, responsibility, self-confidence, and coping with stress [ 66 ]. Consequently, both quantitative and qualitative data reveal that the children in experimental group improved in physical tasks such as progressing and lining up, as well as developing social-emotional skills such as patience, waiting, coping with disappointment, and controlling anger and anxiety. These statements support the idea and findings that basic gymnastics training has an effect on children's emotional regulation skills. Also the parents' opinions such as the ability to calm oneself, control the intensity of emotional responses, regulate emotions, thoughts, and actions toward goals, and use one's own emotions to shape the emotions and behaviors of others, can be considered indicators that children are able to regulate their emotions [ 67 ]. In summary, previous research results support the qualitative and quantitative findings of this study in the context of the relevant variables. Conclusions The “Basic Gymnastics Training Program” was found to be effective in terms of emotional regulation skills and social competence in preschool children. The qualitative and quantitative findings reveal that gymnastics-based applications can be utilized to support social-emotional skills in early childhood. Studying with risk groups can be recommended for future research. Also the impact on children's different skills can be examined. Declarations Ethical approval Ethical committee approval was obtained from Scientific Research Ethics Committee of Hitit University in 06.01.2025/ 2024 − 331. After obtaining permissions from the institution and the families, data was collected between November 2024 and May 2025. The activities were carried out by a sports scientist academic in the multipurpose hall of a private kindergarten. Quantitative data were obtained using the “Self-Regulation Skills Scale,” “Emotion Regulation Scale,”, “Social Competence and Assessment Scale,” while qualitative data were obtained by “Parent Interview Form”. Informed consent was obtained from the parents prior to the administration of the scale and the interviews. Clinical trial number not applicable. Funding No funding was received for this study. Author Contribution EY and MG wrote the main text. ÖB analysed the data. KA prepared the tables. FSI wrote the discussion. NGK translated the text into English. 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Ertabak, Ç. S., Atay, Ç. E., Aral, N., Güneş, L. C., & Tosun, S. (2023). Okul öncesi dönemde oyun becerileri ile sosyal duygusal gelişim arasındaki ilişkinin incelenmesi. The Journal of Academic Social Science Studies , (94), 25-38. Ghosh, S. (2024). Does the early childhood education and care in India contribute to children's skill development?. Children & Society , 38 (2), 611-635. NAEYC (2009). Position Statement (PDF) Developmentally Appropriate Practice in Early Childhood Programs Serving Children from Birth through Age 8, adapted in 2009. National Association for the Education of Young Children https://www.naeyc.org/files/naeyc/file/positions/PSDAP.pdf, Erişim Tarihi: 16.07.2025 Şahin, S. (2020). Çocuk gelişimi, (Ed.) Neriman Aral & Fulya Temel. Çocuk Gelişimine giriş, 17. Ankara: Hedef Yayıncılık. Wang, C. (2022). The role of physical activity promoting thinking skills and emotional behavior of preschool children. Psicologia: Reflexão e Crítica , 35 , 24. Becker, D. R., McClelland, M. M., Loprinzi, P., & Trost, S. G. (2013). Physical Activity, Self-Regulation, and Early Academic Achievement in Preschool Children. Early Education and Development , 25 (1), 56–70. Pandey A., Hale, D., Das, S., Goddings, A., Blakemore, S., Viner, R., M. (2018). Effectiveness of Universal Self-regulation–Based Interventions in Children and Adolescents: A Systematic Review and Meta-analysis. JAMA Pediatr. 172(6):566–575. doi:10.1001/jamapediatrics.2018.0232 Zhang, J., Lu, J., Sun, Y., & Li, J. (2024). Recreational gymnastics exercise of moderate intensity enhances executive function in Chinese preschoolers: A randomized controlled trial. PsyCh Journal , 13 (6), 954-965. Hammud, G., Avital-Magen, A., Schusheim, G., Barzuza, I., & Engel-Yeger, B. (2023). How self-regulation and executive functions deficits affect quality of life of children/adolescents with emotional regulation disorders. Children , 10 (10), 1622. Rungsattatharm, L., Tasingha, P., Trairatvorakul, P., & Chonchaiya, W. (2025). Longitudinal associations between executive function and positive parenting during early childhood and resilience, self-regulation, and behavioral problems in school-age children. Child and Adolescent Psychiatry and Mental Health , 19 (1), 19. Yumashev, A., Berestova, A., Derinov, A., Medvedev, I., & Philippova, A. (2022). Physical education and its influence on emotional and mental development of preschoolers. International journal of early years education , 30 (4), 986-997. Vasilopoulos, F., & Ellefson, M. R. (2021). Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood. PloS one , 16 (5), e0250984. https://doi.org/10.1371/journal.pone.0250984 Bozdal, Ö. (2024). Teoriden uygulamaya her yönüyle spor (Ed.) Zarife Pancar. Jimnastik: vücudun ve zihnin disiplini, 7-8. Efe Akademi Yayınları. Küçükturan, G., & Keleş, S. (2020). Erken çocukluk döneminde gelişim II (36-72 ay) (Ed.) Aysel Köksal Akyol. Sosyal duygusal gelişim, 221-223. Additional Declarations No competing interests reported. Supplementary Files APPENDIX1.docx Cite Share Download PDF Status: Under Review Version 1 posted Editorial decision: Revision requested 18 Dec, 2025 Reviews received at journal 07 Nov, 2025 Reviewers agreed at journal 06 Nov, 2025 Reviews received at journal 22 Oct, 2025 Reviewers agreed at journal 16 Oct, 2025 Reviewers agreed at journal 14 Oct, 2025 Reviewers invited by journal 06 Oct, 2025 Editor invited by journal 09 Sep, 2025 Editor assigned by journal 09 Sep, 2025 Submission checks completed at journal 09 Sep, 2025 First submitted to journal 01 Sep, 2025 You are reading this latest preprint version Research Square lets you share your work early, gain feedback from the community, and start making changes to your manuscript prior to peer review in a journal. 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Gymnastics\",\"fulltext\":[{\"header\":\"Introduction\",\"content\":\"\\u003cp\\u003eEarly childhood is a critical period in terms of social-emotional development [1]. Supporting children socially and emotionally during this period plays a crucial role in their acquisition of certain social skills [2]. Social skills include listening to others, empathizing, expressing oneself appropriately, problem solving and working in groups [3]. There are many factors that influence psychosocial development [4, 5] including sports activities [6, 7, 8]. Sports activities develop children\\u0026rsquo;s skills such as participating in group activities, acting appropriately within a group, friendship, teamwork, cooperation, responsibility, leadership, emotion management, respect, love, trust, and acceptance, as well as the ability to be good observers [9, 10].\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eOne of the sports that supports children is gymnastics [11, 12]. Gymnastics affect not only motor development [13] but also social-emotional development in terms of the communication established during group activities, teaching acceptance of loss and appropriate responses to winning, reinforcing perseverance, imparting the ability to obey rules and show respect [11]. The ability of individuals to shape, evaluate, and monitor their emotions or positive experiences is directly related to emotion regulation skills [14] which are part of social-emotional development. Research results indicate physical activity has effects on emotion regulation [15, 16]. Emotion regulation skills play a key role in children\\u0026apos;s ability to manage conflicts with other individuals and the demands they encounter [17, 18, 19].\\u003c/p\\u003e\\n\\u003cp\\u003eSelf-regulation is the ability to control thoughts, emotions, behaviors, impulses and attention using cognitive strategies [20, 21]. Physical activity [22, 23], parental education level [24], role modeling [25], parental attitudes [26], peers\\u0026apos; self-regulation behaviors [27] and cultural level influence self-regulation [28].\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eAnother area that predicts self-regulation skills is social competence [29], thus emotion regulation skills and social competence are interrelated factors [30, 31]. Social competence enables participation in social life appropriately, includes skills such as emotion control and prosocial behaviors, and it is critical in the context of adaptation [32]. Gymnastics enable development skills within the scope of social competence [12]. Research results revealed that gymnastics and sports activities in early childhood have positive effects on jumping [33], agility, flexibility, vertical jump, standing long jump [34], running, long throw, forward bend, balance [35, 36], speed, grip strength [37], physical fitness [38], locomotion skills, and object control [39, 40]. Furthermore, sports activities have positive effects on peer relationships, social acceptance, belonging, adaptation, rule-following, and school satisfaction [41]. However, no multidimensional study has been found on the effects of a gymnastics-based intervention program on self-regulation, emotion regulation skills and social competence levels, which are the dependent variables of this study. This is important both in terms of the originality of the research and in terms of explaining the effects of gymnastics education on children\\u0026apos;s social-emotional development. In this respect, the research will contribute to the relevant literature.\\u003c/p\\u003e\\n\\u003cp\\u003eThe following research questions were addressed in the study:\\u003c/p\\u003e\\n\\u003cp\\u003e\\u0026bull; \\u0026nbsp; \\u0026nbsp;Does 8 weeks of basic gymnastics training have a significant effect on children\\u0026apos;s social-emotional development in terms of their self-regulation, emotion regulation skills and social competence?\\u003c/p\\u003e\\n\\u003cp\\u003e\\u0026bull; \\u0026nbsp; \\u0026nbsp;How do parents interpret the effects of 8 weeks of basic gymnastics training on their children\\u0026apos;s social-emotional and behavioral development?\\u003c/p\\u003e\"},{\"header\":\"Method\",\"content\":\"\\u003cp\\u003eThe research was conducted using a mixed design combining quantitative and qualitative methods. Interpreting qualitative and quantitative data together, provides more detailed analysis and accurate understanding of the research problems [42]. The qualitative dimension of the study was conducted as a case study, while the quantitative dimension was carried out using a pretest-posttest-control group design. The children were assigned to experimental and control groups randomly. The dependent variables of the study are the levels of self-regulation, emotion regulation, and social competence of the children in the study group. The “Basic Gymnastics Education Program” applied to the children in the study group for 8 weeks is the independent variable of the study. In order to collect qualitative data, semi-structured interviews with parents to assess the effectiveness of the gymnastics. Semi-structured interviews consisting of open-ended questions can be reformulated according to the flow of the interview process [43]. This type of interview allows participants to express their perspectives and experiences freely.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eStudy Group\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe study group was determined by purposive sampling and consisted of 40 typically developing children aged between 48-69 months, attending a private kindergarten in Çorum province. When determining the number of children to be included in the study group, a priori power analysis was performed using G*Power 3.1 software based on a one-tailed t-test for two independent groups in order to test the difference between the groups. As a result of the literature review [12], the effect size was determined as d = 0.74. In the analysis, the significance level was defined as α = 0.05, the power value as 1-β = 0.72, and the sample distribution ratio between groups as 1:1. As a result of the analysis, it was determined that a minimum of 19 participants were needed for each group (total n = 38). However, considering potential data loss and error margins, 20 participants were included in each group, and the total number of children in the study group was set at 40.\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eData Collection Tools\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eSelf-Regulation Skills Scale\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe scale developed by Bayındır and Ural [44], contains 33 items that consists of two sub-dimensions as “regulation skills” and “control skills”. The regulation skills sub-dimension consists of 21 items related to planning process monitoring, action control, evaluation, emotion, and motivational regulation skills, while the control skills sub-dimension includes 12 items related to self-control and attention control. It is a 5-point Likert-type scale, with 5 = definitely true and 1 = definitely not true. The score is calculated by dividing the total score to the number of items. The content validity for the entire scale was found .78, while the reliability coefficient was .96. The reliability coefficients were .96 for the regulation skills subscale and .91 for the control skills subscale, thus the scale is valid and reliable [44].\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eEmotion Regulation Scale\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe scale was developed by Shields and Cicchetti [45], and adapted into Turkish by Batum and Yağmurlu [46]. It aims to measure the emotional reactivity of preschool children and their ability to shape and express their emotions according to various conditions, consists of 24 items and has two subscales: “Emotion Regulation” and “Variability-Negativity.” The 4-point Likert-type scale is answered by teachers or parents, and scores range between 1 and 4. The internal consistency of the scale was calculated as .75 for the teacher form [46].\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eSocial Competence and Behavior Assessment Scale-30\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThe scale was developed by LaFreniere and Dumas [47] and Turkish standardization was conducted by Çorapçı et al., [48]. It consists of 30 items that aim to measure children's social skills with three subscales: “Social Competence” (10 items), “Anger-Aggression” (10 items), and “Anxiety-Introversion” (10 items). The social competence subscale measures cooperation and problem-solving skills; the anger-aggression subscale measures externalizing problems such as defiance toward adults and aggression in peer interactions; and the anxiety-introversion subscale measures internalizing problems such as negative emotions and lack of initiative. It is a 6-point Likert scale, with responses ranging from 1 = never, 2 or 3 = sometimes, 4 or 5 = often, to 6 = always [48].\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eParent Interview Form\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eThis form was developed by the researchers by taking expert opinions from five experts: one expert in sports science, three experts in preschool education, and one preschool teacher. The interview form, consisting of six items, asked families about the effects of gymnastics activities on children's emotional and behavioral regulation skills and social skills.\\u003c/p\\u003e\\n\\u003cp\\u003e\\u003cstrong\\u003eData Analysis\\u003c/strong\\u003e\\u003c/p\\u003e\\n\\u003cp\\u003eQuantitative data were analyzed using the SPSS software package. The t-test was used to determine the difference between groups when data showed a normal distribution, the Mann-Whitney U test was used when data did not show a normal distribution, and the Wilcoxon signed-rank test was used to examine the change within the groups. The confidence interval for the statistical analysis results was set at 95%, and the results were interpreted as a significant relationship in terms of the relevant variable when the significance level was 0.05 or below (p\\u0026lt;0.05) [49].\\u0026nbsp;\\u003c/p\\u003e\\n\\u003cp\\u003eThe qualitative data were analyzed using content analysis. The responses of parents were grouped according to similarity and classified into themes and subthemes [50]. When direct quotations were used, the parents' names were not used, they were coded as E1, ……E20. To determine reliability, responses were coded separately by another expert. The reliability between coders was calculated using the formula “Reliability = Consensus / (Consensus + Disagreement) X100” [51].\\u003c/p\\u003e\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\\n\"},{\"header\":\"Findings\",\"content\":\"\\u003cp\\u003e\\u003cstrong\\u003eQuantitative Findings\\u003c/strong\\u003e\\u003c/p\\u003e\\u003cp\\u003eThe t-test was used to compare the pretest scores of the children in the experimental and control groups on the sub-dimensions of the scales. The findings are given in Table 1.\\u003c/p\\u003e\\u003cp\\u003e\\u003cstrong\\u003eTable 1\\u003c/strong\\u003e\\u003cspan id=\\\"_Toc136863757\\\"\\u003e\\u0026nbsp;t Test Results of Pre-test Scores of the Children in Experimental and Control Groups\\u003c/span\\u003e\\u003c/p\\u003e\\u003ctable border=\\\"0\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"605\\\"\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 186px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eScale\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eGroup\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eN\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003ex̅\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eSd\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eDf\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003et\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003ep\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 186px;\\\"\\u003e\\n \\u003cp\\u003eRegulation Skills\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e56.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e9.22\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e38\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e-.513\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e.611\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e57.85\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e7.32\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 186px;\\\"\\u003e\\n \\u003cp\\u003eControl Skills\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e33.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e4.92\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e38\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e-.608\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e.547\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e34.35\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e3.86\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 186px;\\\"\\u003e\\n \\u003cp\\u003eVariability/Negativity\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e43.45\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e5.61\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e38\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e.468\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e.642\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e42.65\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e5.18\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 186px;\\\"\\u003e\\n \\u003cp\\u003eEmotion Regulation\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e20.45\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e3.12\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e38\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e.114\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e.910\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e20.35\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e2.37\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 186px;\\\"\\u003e\\n \\u003cp\\u003eSocial Competence\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e31.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e7.15\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e38\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e-.076\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e.940\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e31.15\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e5.12\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 186px;\\\"\\u003e\\n \\u003cp\\u003eAnger-Aggression\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e29.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e5.57\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e38\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e.128\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e.898\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e29.30\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e4.17\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 186px;\\\"\\u003e\\n \\u003cp\\u003eAnxiety-Introversion\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e36.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e4.93\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e38\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e.762\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 54px;\\\"\\u003e\\n \\u003cp\\u003e.451\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 77px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 56px;\\\"\\u003e\\n \\u003cp\\u003e34.95\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 63px;\\\"\\u003e\\n \\u003cp\\u003e3.69\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/table\\u003e\\u003cp\\u003e\\u003cem\\u003e*p\\u0026lt;.05\\u003c/em\\u003e\\u003c/p\\u003e\\u003cp\\u003eAs seen in Table 1 there is no significant difference between the pre-test scores of children in the experimental and control groups in terms of measured properties.\\u0026nbsp;\\u003c/p\\u003e\\u003cp\\u003eMann-Whitney U Test was conducted in order to find out whether there is a significant difference between the scores of the children in the experimental and control groups. The findings are presented in Table 2.\\u003cstrong\\u003e\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\u003cp\\u003e\\u003cstrong\\u003eTable 2\\u0026nbsp;\\u003c/strong\\u003eMann-Whitney U Test Results of Post-test Scores of the Children in the Experimental and Control Groups\\u003c/p\\u003e\\u003ctable border=\\\"0\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"594\\\"\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd style=\\\"width: 151px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eScale\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eGroup\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eN\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eRank\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eMean.\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eRow Total\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eSd\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 66px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eU\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003ep\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 151px;\\\"\\u003e\\n \\u003cp\\u003eRegulation Skills\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e28.93\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e578.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e15.89\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 66px;\\\"\\u003e\\n \\u003cp\\u003e31.500\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e12.08\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e241.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 151px;\\\"\\u003e\\n \\u003cp\\u003eControl Skills\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e29.38\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e587.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e9.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 66px;\\\"\\u003e\\n \\u003cp\\u003e22.500\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e11.63\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e232.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 151px;\\\"\\u003e\\n \\u003cp\\u003eVariability/negativity\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e15.20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e304.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e9.76\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 66px;\\\"\\u003e\\n \\u003cp\\u003e94.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e.003*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e25.80\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e516.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 151px;\\\"\\u003e\\n \\u003cp\\u003eEmotion Regulation\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e26.08\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e521.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e5.37\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 66px;\\\"\\u003e\\n \\u003cp\\u003e88.500\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e.002*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e14.93\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e298.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 151px;\\\"\\u003e\\n \\u003cp\\u003eSocial Competence\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e28.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e570.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e9.17\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 66px;\\\"\\u003e\\n \\u003cp\\u003e40.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e12.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e250.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 151px;\\\"\\u003e\\n \\u003cp\\u003eAnger-Aggression\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e13.55\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e271.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e8.90\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 66px;\\\"\\u003e\\n \\u003cp\\u003e61.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e27.45\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e549.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 151px;\\\"\\u003e\\n \\u003cp\\u003eAnxiety-Introversion\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eExperimental\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e12.25\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e245.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 58px;\\\"\\u003e\\n \\u003cp\\u003e10.58\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 66px;\\\"\\u003e\\n \\u003cp\\u003e35.000\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" style=\\\"width: 57px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 93px;\\\"\\u003e\\n \\u003cp\\u003eControl\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 29px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e28.75\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 64px;\\\"\\u003e\\n \\u003cp\\u003e575.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/table\\u003e\\u003cp\\u003e\\u003cem\\u003e*p\\u0026lt;.05\\u003c/em\\u003e\\u003c/p\\u003e\\u003cp\\u003eAccording to Table 2, there is a significant difference between the post-test scores of children in the experimental and control groups on the Self-Regulation Skills Scale, Emotion Regulation Scale, and Social Competence and Behavior Assessment Scale.\\u0026nbsp;\\u003c/p\\u003e\\u003cp\\u003eThe pre-test and post-test scores of children in control group were compared using the t-test. The results are presented in Table 3.\\u003c/p\\u003e\\u003cp\\u003e\\u003cstrong\\u003e\\u003cspan id=\\\"_Toc136863761\\\"\\u003eTable 3\\u0026nbsp;\\u003c/span\\u003e\\u003c/strong\\u003et Test Results of Pre-test and Post-test Scores of the Children in the Control Group\\u003c/p\\u003e\\u003ctable border=\\\"0\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\"\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 171px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eScale\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eTest\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eN\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eX̅\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eSd\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 46px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eDf\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003et\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003ep\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 171px;\\\"\\u003e\\n \\u003cp\\u003eRegulation Skills\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePre\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e57.85\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e7.33\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 46px;\\\"\\u003e\\n \\u003cp\\u003e19\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e-10.510\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePost\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e79.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e8.15\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 171px;\\\"\\u003e\\n \\u003cp\\u003eControl Skills\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePre\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e34.35\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e3.86\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 46px;\\\"\\u003e\\n \\u003cp\\u003e19\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e-17.691\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePost\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e46.05\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e4.57\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 171px;\\\"\\u003e\\n \\u003cp\\u003eVariability/negativity\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePre\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e42.65\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e8.15\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 46px;\\\"\\u003e\\n \\u003cp\\u003e19\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e14.926\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePost\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e30.05\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e5.18\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 171px;\\\"\\u003e\\n \\u003cp\\u003eEmotion Regulation\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePre\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e20.35\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e5.82\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 46px;\\\"\\u003e\\n \\u003cp\\u003e19\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e-27.667\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePost\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e28.65\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e2.16\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 171px;\\\"\\u003e\\n \\u003cp\\u003eSocial Competence\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePre\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e31.15\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e5.12\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 46px;\\\"\\u003e\\n \\u003cp\\u003e19\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e-9.764\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePost\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e39.75\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e5.95\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 171px;\\\"\\u003e\\n \\u003cp\\u003eAnger-Aggression\\u0026nbsp;\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePre\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e29.30\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e4.17\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 46px;\\\"\\u003e\\n \\u003cp\\u003e19\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e13.195\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePost\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e17.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e4.52\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 171px;\\\"\\u003e\\n \\u003cp\\u003eAnxiety-Introversion\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePre\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e34.95\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e3.69\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 46px;\\\"\\u003e\\n \\u003cp\\u003e19\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 73px;\\\"\\u003e\\n \\u003cp\\u003e13.241\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 59px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 65px;\\\"\\u003e\\n \\u003cp\\u003ePost\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 47px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e21.45\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 68px;\\\"\\u003e\\n \\u003cp\\u003e4.73\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/table\\u003e\\u003cp\\u003e\\u003cem\\u003e*p\\u0026lt;0.05\\u003c/em\\u003e\\u003c/p\\u003e\\u003cp\\u003eAccording to Table 3, there is a significant difference in the Self-Regulation, Emotion Regulation, and Social Competence and Behavior Assessment scores of the children in the control group, in favor of post-test.\\u0026nbsp;\\u003c/p\\u003e\\u003cp\\u003eThe pre-test and post-test scores of children in the experimental group were compared using the nonparametric Wilcoxon signed-rank test. The findings are presented in Table 4.\\u003c/p\\u003e\\u003cp\\u003e\\u003cstrong\\u003eTable 4\\u0026nbsp;\\u003c/strong\\u003eWilcoxon Signed-Rank Test Results for Pre-test-Post-test Scores of Children in the Experimental Group\\u003c/p\\u003e\\u003ctable border=\\\"0\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"633\\\"\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eScale\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003ePre-test-Post-test\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eN\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eRank Mean.\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eRow Tot.\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eZ\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd style=\\\"width: 71px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003ep\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eRegulation Skills\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eNegative Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003cp\\u003e10.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003cp\\u003e210.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e-3.922\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 71px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003ePositive Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eEqual\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eTotal\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eControl Skills\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eNegative Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003cp\\u003e10.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003cp\\u003e210.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e-3.925\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 71px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003ePositive Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eEqual\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eTotal\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eVariability/negativity\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eNegative Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e10.50\\u003c/p\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e210.00\\u003c/p\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e-3.928\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 71px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003ePositive Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eEqual\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eTotal\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eEmotion Regulation\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eNegative Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003cp\\u003e10.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003cp\\u003e210.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e-3.930\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 71px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003ePositive Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eEqual\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eTotal\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eSocial Competence\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eNegative Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003cp\\u003e10.50\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003cp\\u003e210.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e-4.028\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 71px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003ePositive Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eEqual\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eTotal\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eAnger-Aggression\\u0026nbsp;\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eNegative Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e10.50\\u003c/p\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e210.00\\u003c/p\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e-3.937\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 71px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003ePositive Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eEqual\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eTotal\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eAnxiety-Introversion\\u003c/p\\u003e\\n \\u003cp\\u003e\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eNegative Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e10.50\\u003c/p\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 76px;\\\"\\u003e\\n \\u003cp\\u003e210.00\\u003c/p\\u003e\\n \\u003cp\\u003e.00\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 72px;\\\"\\u003e\\n \\u003cp\\u003e-3.924\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 71px;\\\"\\u003e\\n \\u003cp\\u003e.000*\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003ePositive Order\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eEqual\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e0\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 123px;\\\"\\u003e\\n \\u003cp\\u003eTotal\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 55px;\\\"\\u003e\\n \\u003cp\\u003e20\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/table\\u003e\\u003cp\\u003e\\u003cem\\u003e*p\\u0026lt;0.05\\u003c/em\\u003e\\u003c/p\\u003e\\u003cp\\u003eAs seen in Table 4, there is a significant difference in favor of post-test in the “Self-Regulation Skills Scale,” “Emotion Regulation Scale,” and “Social Competence and Behavior Assessment Scale” scores of the children in the experimental group.\\u0026nbsp;\\u003c/p\\u003e\\u003cp\\u003e\\u003cstrong\\u003eQualitative Findings\\u003c/strong\\u003e\\u003c/p\\u003e\\u003cp\\u003eThe parents of the children in the experimental group were asked about the effects of participating in gymnastics activities on their children's social, emotional, and behavioral skills. The responses from the parents were divided into two main themes: “emotion” and “behavior.” The “emotion” theme was divided into the sub-themes of “anger management,” “coping with disappointment,” “self-confidence,” and “expressing emotions.” The “behavior” theme was divided into the sub-themes of “sharing,” “helping,” “cooperation,” “waiting in line,” “patience,” “making friends,” and “following rules.” The findings are presented in Table 5.\\u003c/p\\u003e\\u003cp\\u003e\\u003cstrong\\u003eTable 5\\u0026nbsp;\\u003c/strong\\u003eThe Effect of Gymnastics Training on Children's Social-Emotional Skills\\u003c/p\\u003e\\u003ctable border=\\\"0\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\"\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eTheme\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eSub-Theme\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eNumber of Children\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"4\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eEmotion\\u0026nbsp;\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eAnger Management\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e4\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eCoping with Disappointment\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e2\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eSelf-confidence\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e3\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eExpressing Emotions\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e10\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"7\\\" valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eBehavior\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eSharing\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e5\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eHelping\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e4\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eCooperation\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e3\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eWaiting in Line\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e4\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003ePatience\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e4\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eMaking Friends\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e11\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eFollowing Rules\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e7\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 161px;\\\"\\u003e\\n \\u003cp\\u003eNo change\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 246px;\\\"\\u003e\\n \\u003cp\\u003eI did not observe any change\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e2\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/table\\u003e\\u003cp\\u003eIn Table 5, it is seen that parents state that gymnastics activities contribute to children, especially for making friends and expressing emotions. For example, E 5 reported \\u003cem\\u003e“He learned to share with his peers. At first, he had aggressive behavior. It completely disappeared,”.\\u0026nbsp;\\u003c/em\\u003e E 11 said “\\u003cem\\u003eI can say that my child's social skills have improved after gymnastics training. Before, he was more introverted and shy about making friends, but now I observe that these aspects have improved,”\\u003c/em\\u003e. E 14 states, \\u003cem\\u003e“It has helped him cope with disappointment,”\\u003c/em\\u003e E 18 states, “\\u003cem\\u003eBefore, he would get upset when he couldn't do something, but now he thinks he can succeed by training like he does in gymnastics,”\\u003c/em\\u003e and E 20 states, \\u003cem\\u003e“Since he started gymnastics, he has been able to control his anger better.”\\u003c/em\\u003e\\u003c/p\\u003e\\u003cp\\u003eParents were then asked their children's emotions and behaviors towards gymnastics training. The responses were divided into two main themes: “emotion” and “behavior” The “emotion” theme was divided into the sub-themes of “excitement” and “cheerfulness,” while the “behavior” theme was divided into the sub-themes of “willingness” and “being energetic”. The findings are presented in Table 6.\\u003c/p\\u003e\\u003cp\\u003e\\u003cstrong\\u003eTable 6\\u0026nbsp;\\u003c/strong\\u003eThe Children's Emotions and Behaviors Towards Gymnastics Training\\u003c/p\\u003e\\u003ctable border=\\\"0\\\" cellspacing=\\\"0\\\" cellpadding=\\\"0\\\" width=\\\"605\\\"\\u003e\\u003ctbody\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 217px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eTheme\\u0026nbsp;\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 189px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eSub-Theme\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e\\u003cstrong\\u003eNumber of Children\\u003c/strong\\u003e\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 217px;\\\"\\u003e\\n \\u003cp\\u003eEmotion\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 189px;\\\"\\u003e\\n \\u003cp\\u003eExcitement\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e8\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 189px;\\\"\\u003e\\n \\u003cp\\u003eCheerfulness\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e22\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd rowspan=\\\"2\\\" valign=\\\"top\\\" style=\\\"width: 217px;\\\"\\u003e\\n \\u003cp\\u003eBehavior\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 189px;\\\"\\u003e\\n \\u003cp\\u003eWillingness\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e8\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003ctr\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 189px;\\\"\\u003e\\n \\u003cp\\u003eBeing Energetic\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003ctd valign=\\\"top\\\" style=\\\"width: 198px;\\\"\\u003e\\n \\u003cp\\u003e5\\u003c/p\\u003e\\n \\u003c/td\\u003e\\u003c/tr\\u003e\\u003c/tbody\\u003e\\u003c/table\\u003e\\u003cp\\u003eAccording to Table 6, most of the children reported being cheerful towards gymnastics training. For example, E 16 stated \\u003cem\\u003e“She enjoys gymnastics so much that she talks about her gymnastics teachers in every environment.”.\\u0026nbsp;\\u003c/em\\u003eSimilarly, E 19 said, \\u003cem\\u003e“He usually comes out cheerful because he enjoys the lessons.”\\u0026nbsp;\\u003c/em\\u003eE 4 said, \\u003cem\\u003e“On the night or morning of the gymnastics class, he becomes extremely excited and eager. When I wake him up in the morning and say, ‘Come on, get up, there’s gymnastics after school today,’ he gets up immediately and gets ready.”\\u0026nbsp;\\u003c/em\\u003ein order to explain his willingness. \\u0026nbsp;\\u003c/p\\u003e\"},{\"header\":\"Discussion\",\"content\":\"\\u003cp\\u003eThere is no significant difference between the pre-test scores of children in the experimental and control groups which is an expected and desired outcome showing that children are randomly assigned to groups. Furthermore, this situation may stem from the similar socio-cultural characteristics of children. Within the framework of the socio-cultural development theory proposed by Vygotsky (1983; cited in 52), it is known that child development cannot be considered separately from the social context.\\u003c/p\\u003e\\u003cp\\u003eThe post-test scores of both experimental and control groups revealed a significant increase, which is more pronounced in the experimental group. The increase in the scores of control group without any intervention can be explained by the nature of development. Child development is a continuous process [\\u003cspan citationid=\\\"CR53\\\" class=\\\"CitationRef\\\"\\u003e53\\u003c/span\\u003e]. Therefore, the social development of children in the control group continued through the influence of preschool education. Furthermore, research results show that duration of preschool education supports social-emotional development [\\u003cspan citationid=\\\"CR54\\\" class=\\\"CitationRef\\\"\\u003e54\\u003c/span\\u003e] and receiving preschool education and the quality of preschool education had an effect on children's cognitive and social development [\\u003cspan citationid=\\\"CR55\\\" class=\\\"CitationRef\\\"\\u003e55\\u003c/span\\u003e].\\u003c/p\\u003e\\u003cp\\u003eThe post-test scores of the children in the experimental group were found to be statistically significantly higher than the post-test scores of the children in the control group. The significant increase in the scores of the experimental group after basic gymnastics training was an expected result. When considered in the context of developmental principles, development is a whole thus each domain support others [\\u003cspan citationid=\\\"CR56\\\" class=\\\"CitationRef\\\"\\u003e56\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR57\\\" class=\\\"CitationRef\\\"\\u003e57\\u003c/span\\u003e]. In this context, it is an expected result that supporting motor development with gymnastics will affect social development. Results of a study conducted with children aged 5\\u0026ndash;6 years, revealed positive relationship between children's physical activity levels and their levels of self-regulation, adaptation, communication, adaptive behavior, autonomy, affect, and interaction with people [\\u003cspan citationid=\\\"CR58\\\" class=\\\"CitationRef\\\"\\u003e58\\u003c/span\\u003e]. Similarly, Pushkina [\\u003cspan citationid=\\\"CR12\\\" class=\\\"CitationRef\\\"\\u003e12\\u003c/span\\u003e] indicated that rhythmic gymnastics training improves children's discipline, time management, responsibility, cooperation, communication, patience, leadership, social confidence, and adaptability. Becker et al. [\\u003cspan citationid=\\\"CR59\\\" class=\\\"CitationRef\\\"\\u003e59\\u003c/span\\u003e] concluded that active play makes a positive difference in children's self-regulation. A meta-analysis reveal that 67% of studies involving exercise-based intervention programs showed a significant difference in self-regulation [\\u003cspan citationid=\\\"CR60\\\" class=\\\"CitationRef\\\"\\u003e60\\u003c/span\\u003e]. Similarly, Zhang et al. [\\u003cspan citationid=\\\"CR61\\\" class=\\\"CitationRef\\\"\\u003e61\\u003c/span\\u003e] found that gymnastics significantly effect executive functions of preschool children such as, regulating responses, and managing cognitive conflicts. Considering that executive functions and self-regulation skills are two interrelated elements [\\u003cspan citationid=\\\"CR62\\\" class=\\\"CitationRef\\\"\\u003e62\\u003c/span\\u003e, \\u003cspan citationid=\\\"CR63\\\" class=\\\"CitationRef\\\"\\u003e63\\u003c/span\\u003e], the gymnastics training may have created a significant difference in the self-regulation skills of the children in the experimental group. This result is parallel with the previous research findings such as sports are related to children's mental and emotional development thus improve children's ability to understand emotions [\\u003cspan citationid=\\\"CR64\\\" class=\\\"CitationRef\\\"\\u003e64\\u003c/span\\u003e]. According to Vasilopoulos and Ellefson [\\u003cspan citationid=\\\"CR65\\\" class=\\\"CitationRef\\\"\\u003e65\\u003c/span\\u003e] physical activity and emotion regulation skills are related during early childhood. Gymnastics training not only supports motor development in children but also has positive effects in cooperation, leadership, responsibility, self-confidence, and coping with stress [\\u003cspan citationid=\\\"CR66\\\" class=\\\"CitationRef\\\"\\u003e66\\u003c/span\\u003e]. Consequently, both quantitative and qualitative data reveal that the children in experimental group improved in physical tasks such as progressing and lining up, as well as developing social-emotional skills such as patience, waiting, coping with disappointment, and controlling anger and anxiety. These statements support the idea and findings that basic gymnastics training has an effect on children's emotional regulation skills. Also the parents' opinions such as the ability to calm oneself, control the intensity of emotional responses, regulate emotions, thoughts, and actions toward goals, and use one's own emotions to shape the emotions and behaviors of others, can be considered indicators that children are able to regulate their emotions [\\u003cspan citationid=\\\"CR67\\\" class=\\\"CitationRef\\\"\\u003e67\\u003c/span\\u003e]. In summary, previous research results support the qualitative and quantitative findings of this study in the context of the relevant variables.\\u003c/p\\u003e\"},{\"header\":\"Conclusions\",\"content\":\"\\u003cp\\u003eThe \\u0026ldquo;Basic Gymnastics Training Program\\u0026rdquo; was found to be effective in terms of emotional regulation skills and social competence in preschool children. The qualitative and quantitative findings reveal that gymnastics-based applications can be utilized to support social-emotional skills in early childhood. Studying with risk groups can be recommended for future research. Also the impact on children's different skills can be examined.\\u003c/p\\u003e\"},{\"header\":\"Declarations\",\"content\":\"\\u003cp\\u003e\\u003ch2\\u003eEthical approval\\u003c/h2\\u003e\\u003cp\\u003e Ethical committee approval was obtained from Scientific Research Ethics Committee of Hitit University in 06.01.2025/ 2024\\u0026thinsp;\\u0026minus;\\u0026thinsp;331. After obtaining permissions from the institution and the families, data was collected between November 2024 and May 2025. The activities were carried out by a sports scientist academic in the multipurpose hall of a private kindergarten. Quantitative data were obtained using the \\u0026ldquo;Self-Regulation Skills Scale,\\u0026rdquo; \\u0026ldquo;Emotion Regulation Scale,\\u0026rdquo;, \\u0026ldquo;Social Competence and Assessment Scale,\\u0026rdquo; while qualitative data were obtained by \\u0026ldquo;Parent Interview Form\\u0026rdquo;. Informed consent was obtained from the parents prior to the administration of the scale and the interviews.\\u003c/p\\u003e\\u003c/p\\u003e\\u003cp\\u003e\\u003ch2\\u003eClinical trial number\\u003c/h2\\u003e\\u003cp\\u003enot applicable.\\u003c/p\\u003e\\u003c/p\\u003e\\u003ch2\\u003eFunding\\u003c/h2\\u003e\\u003cp\\u003eNo funding was received for this study.\\u003c/p\\u003e\\u003ch2\\u003eAuthor Contribution\\u003c/h2\\u003e\\u003cp\\u003eEY and MG wrote the main text. \\u0026Ouml;B analysed the data. KA prepared the tables. FSI wrote the discussion. NGK translated the text into English. All authors reviewed the text and finalised the revisions.\\u003c/p\\u003e\"},{\"header\":\"References\",\"content\":\"\\u003col\\u003e\\n \\u003cli\\u003eMayra, Z., Maulana, M. N., \\u0026amp; Kushendar, K. (2022). 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Longitudinal associations between executive function and positive parenting during early childhood and resilience, self-regulation, and behavioral problems in school-age children. \\u003cem\\u003eChild and Adolescent Psychiatry and Mental Health\\u003c/em\\u003e, \\u003cem\\u003e19\\u003c/em\\u003e(1), 19.\\u003c/li\\u003e\\n \\u003cli\\u003eYumashev, A., Berestova, A., Derinov, A., Medvedev, I., \\u0026amp; Philippova, A. (2022). Physical education and its influence on emotional and mental development of preschoolers. \\u003cem\\u003eInternational journal of early years education\\u003c/em\\u003e, \\u003cem\\u003e30\\u003c/em\\u003e(4), 986-997.\\u003c/li\\u003e\\n \\u003cli\\u003eVasilopoulos, F., \\u0026amp; Ellefson, M. R. (2021). Investigation of the associations between physical activity, self-regulation and educational outcomes in childhood. \\u003cem\\u003ePloS one\\u003c/em\\u003e, \\u003cem\\u003e16\\u003c/em\\u003e(5), e0250984. https://doi.org/10.1371/journal.pone.0250984\\u003c/li\\u003e\\n \\u003cli\\u003eBozdal, \\u0026Ouml;. (2024). Teoriden uygulamaya her y\\u0026ouml;n\\u0026uuml;yle spor (Ed.) Zarife Pancar. \\u003cem\\u003eJimnastik: v\\u0026uuml;cudun ve zihnin disiplini,\\u003c/em\\u003e 7-8. Efe Akademi Yayınları.\\u003c/li\\u003e\\n \\u003cli\\u003eK\\u0026uuml;\\u0026ccedil;\\u0026uuml;kturan, G., \\u0026amp; Keleş, S. (2020). Erken \\u0026ccedil;ocukluk d\\u0026ouml;neminde gelişim II (36-72 ay) (Ed.) \\u0026nbsp; Aysel K\\u0026ouml;ksal Akyol. \\u003cem\\u003eSosyal duygusal gelişim,\\u003c/em\\u003e 221-223.\\u003c/li\\u003e\\n\\u003c/ol\\u003e\"}],\"fulltextSource\":\"\",\"fullText\":\"\",\"funders\":[],\"hasAdminPriorityOnWorkflow\":false,\"hasManuscriptDocX\":true,\"hasOptedInToPreprint\":true,\"hasPassedJournalQc\":\"\",\"hasAnyPriority\":false,\"hideJournal\":false,\"highlight\":\"\",\"institution\":\"\",\"isAcceptedByJournal\":false,\"isAuthorSuppliedPdf\":false,\"isDeskRejected\":\"\",\"isHiddenFromSearch\":false,\"isInQc\":false,\"isInWorkflow\":false,\"isPdf\":false,\"isPdfUpToDate\":true,\"isWithdrawnOrRetracted\":false,\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"bmc-pediatrics\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"bped\",\"sideBox\":\"Learn more about [BMC Pediatrics](http://bmcpediatr.biomedcentral.com/)\",\"snPcode\":\"\",\"submissionUrl\":\"https://www.editorialmanager.com/bped/default.aspx\",\"title\":\"BMC Pediatrics\",\"twitterHandle\":\"BMC_series\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"em\",\"reportingPortfolio\":\"BMC Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true},\"keywords\":\"Preschool period, Emotion regulation, Self-regulation, Social skills, Gymnastics\",\"lastPublishedDoi\":\"10.21203/rs.3.rs-7506983/v1\",\"lastPublishedDoiUrl\":\"https://doi.org/10.21203/rs.3.rs-7506983/v1\",\"license\":{\"name\":\"CC BY 4.0\",\"url\":\"https://creativecommons.org/licenses/by/4.0/\"},\"manuscriptAbstract\":\"\\u003ch2\\u003eBackground\\u003c/h2\\u003e\\u003cp\\u003eThis study investigated the effect of basic gymnastics training on the social-emotional and behavioral skills of preschool children. The study group consisted of 40 typically developing children aged 48\\u0026ndash;69 months, attending a private kindergarten in \\u0026Ccedil;orum province of T\\u0026uuml;rkiye.\\u003c/p\\u003e\\u003ch2\\u003eMethods\\u003c/h2\\u003e\\u003cp\\u003eThe study was conducted combining qualitative and quantitative methods within mixed method. The quantitative dimension of the using a pre-test-post-test control group model, while the qualitative dimension was conducted using a case study model. 20 children were randomly assigned to the experimental group and received basic gymnastics training for 8 weeks, whereas no intervention was applied to 20 children in the control group. Quantitative data were collected with \\u0026ldquo;Self-Regulation Skills Scale,\\u0026rdquo; \\u0026ldquo;Emotion Regulation Scale,\\u0026rdquo; and \\u0026ldquo;Social Competence and Behavior Assessment Scale\\u0026rdquo; which were answered by preschool teachers, while qualitative data were collected \\u0026ldquo;Parent Interview Form.\\u0026rdquo; Quantitative data analysis was performed using the SPSS software package. The t-test was used in cases where the data showed a normal distribution. The Mann-Whitney U test was used to determine the differences between the groups in cases where the data did not show a normal distribution, and the Wilcoxon signed-rank test was used to examine the changes within the groups. The qualitative data obtained with the Parent Interview Form was evaluated using content analysis.\\u003c/p\\u003e\\u003ch2\\u003eResults\\u003c/h2\\u003e\\u003cp\\u003eAccording to the post-test results of the study, the scores of the children in the experimental group on the \\u0026ldquo;Self-Regulation Skills Scale,\\u0026rdquo; \\u0026ldquo;Emotion Regulation Scale,\\u0026rdquo; and \\u0026ldquo;Social Competence and Behavior Assessment Scale\\u0026rdquo; were found to be statistically significantly higher than those of the control group. The qualitative data obtained from the study support these findings.\\u003c/p\\u003e\\u003ch2\\u003eConclusions\\u003c/h2\\u003e\\u003cp\\u003eThe findings obtained as a result of the research show that basic gymnastics education has a significant effect on the social and emotional development of preschool children\\u003c/p\\u003e\",\"manuscriptTitle\":\"Supporting Social-Emotional and Behavioral Skills in Preschool Children Through Gymnastics\",\"msid\":\"\",\"msnumber\":\"\",\"nonDraftVersions\":[{\"code\":1,\"date\":\"2025-10-17 12:47:39\",\"doi\":\"10.21203/rs.3.rs-7506983/v1\",\"editorialEvents\":[{\"type\":\"communityComments\",\"content\":0},{\"type\":\"decision\",\"content\":\"Revision requested\",\"date\":\"2025-12-18T10:20:49+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-11-07T08:34:53+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"19207190774233852068658108336426007121\",\"date\":\"2025-11-06T11:28:16+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"editorInvitedReview\",\"content\":\"\",\"date\":\"2025-10-22T09:50:05+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"305512916590746758324503074039448243699\",\"date\":\"2025-10-16T14:28:12+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewerAgreed\",\"content\":\"22055780764858326075773839505476687452\",\"date\":\"2025-10-14T11:45:48+00:00\",\"index\":\"hide\",\"fulltext\":\"\"},{\"type\":\"reviewersInvited\",\"content\":\"\",\"date\":\"2025-10-06T09:49:37+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorInvited\",\"content\":\"\",\"date\":\"2025-09-09T06:32:16+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"editorAssigned\",\"content\":\"\",\"date\":\"2025-09-09T04:29:47+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"checksComplete\",\"content\":\"\",\"date\":\"2025-09-09T04:29:22+00:00\",\"index\":\"\",\"fulltext\":\"\"},{\"type\":\"submitted\",\"content\":\"BMC Pediatrics\",\"date\":\"2025-09-01T09:44:07+00:00\",\"index\":\"\",\"fulltext\":\"\"}],\"status\":\"published\",\"journal\":{\"display\":true,\"email\":\"info@researchsquare.com\",\"identity\":\"bmc-pediatrics\",\"isNatureJournal\":false,\"hasQc\":true,\"allowDirectSubmit\":false,\"externalIdentity\":\"bped\",\"sideBox\":\"Learn more about [BMC Pediatrics](http://bmcpediatr.biomedcentral.com/)\",\"snPcode\":\"\",\"submissionUrl\":\"https://www.editorialmanager.com/bped/default.aspx\",\"title\":\"BMC Pediatrics\",\"twitterHandle\":\"BMC_series\",\"acdcEnabled\":true,\"dfaEnabled\":false,\"editorialSystem\":\"em\",\"reportingPortfolio\":\"BMC Series\",\"inReviewEnabled\":true,\"inReviewRevisionsEnabled\":true}}],\"origin\":\"\",\"ownerIdentity\":\"1c8cf7ff-ba78-41d3-961e-8d56726d6412\",\"owner\":[],\"postedDate\":\"October 17th, 2025\",\"published\":true,\"recentEditorialEvents\":[],\"rejectedJournal\":[],\"revision\":\"\",\"amendment\":\"\",\"status\":\"under-review\",\"subjectAreas\":[],\"tags\":[],\"updatedAt\":\"2026-03-25T09:39:58+00:00\",\"versionOfRecord\":[],\"versionCreatedAt\":\"2025-10-17 12:47:39\",\"video\":\"\",\"vorDoi\":\"\",\"vorDoiUrl\":\"\",\"workflowStages\":[]},\"version\":\"v1\",\"identity\":\"rs-7506983\",\"journalConfig\":\"researchsquare\"},\"__N_SSP\":true},\"page\":\"/article/[identity]/[[...version]]\",\"query\":{\"redirect\":\"/article/rs-7506983\",\"identity\":\"rs-7506983\",\"version\":[\"v1\"]},\"buildId\":\"XKTyCvWXoU3ODBz1xrDgd\",\"isFallback\":false,\"isExperimentalCompile\":false,\"dynamicIds\":[84888],\"gssp\":true,\"scriptLoader\":[]}","source_license":"CC-BY-4.0","license_restricted":false}