Exploring the Relationship Between Engineering Habits of Mind and Self-Regulation Skills in Children

Erol A., EROL M., Canbeldek M.

Early Childhood Education Journal, vol.54, no.3, pp.1133-1142, 2026 (SSCI, Scopus) identifier identifier

  • Publication Type: Article / Article
  • Volume: 54 Issue: 3
  • Publication Date: 2026
  • Doi Number: 10.1007/s10643-025-01916-9
  • Journal Name: Early Childhood Education Journal
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, IBZ Online, Child Development & Adolescent Studies, EBSCO Education Source, Education Abstracts, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Linguistics & Language Behavior Abstracts, Psycinfo
  • Page Numbers: pp.1133-1142
  • Keywords: Early childhood, Engineering habits of mind, Self-regulation
  • Yıldız Technical University Affiliated: Yes

Abstract

This study investigated the relationship between engineering habits of mind (EHoM) and self-regulation (SR) skills in 5- to 6-year-old children. The study employed a relational survey method and included 25 teachers and 400 children in their classrooms as participants. Data were collected using validated scales measuring engineering habits of mind and self-regulation skills and were analyzed using Pearson correlation analysis. The study’s findings revealed a significant positive relationship between engineering habits of mind and self-regulation skills. Self-regulation components such as attentional flexibility, working memory, and inhibitory control are moderately positively related to systems thinking, optimism, creativity, collaboration, communication, and attention to ethical considerations, which are components of engineering habits of mind. Our findings contribute to the studies on self-regulation skills and engineering habits of mind, which are increasingly prevalent in early childhood.