Self-regulation skills as statistical predictors of environmental awareness and consciousness in preschool children: a cross-sectional study

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Akar T., TUĞLUK M. N.

Frontiers in Education, cilt.11, 2026 (ESCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 11
  • Basım Tarihi: 2026
  • Doi Numarası: 10.3389/feduc.2026.1882365
  • Dergi Adı: Frontiers in Education
  • Derginin Tarandığı İndeksler: Emerging Sources Citation Index (ESCI), Scopus, EBSCO Education Source, Directory of Open Access Journals, Education Source Ultimate (EBSCO)
  • Anahtar Kelimeler: attention, early childhood development, environmental awareness, environmental consciousness, executive function, preschool education, self-regulation, sustainable behavior
  • Açık Arşiv Koleksiyonu: AVESİS Açık Erişim Koleksiyonu
  • Yıldız Teknik Üniversitesi Adresli: Evet

Özet

This cross-sectional study examined the extent to which self-regulation skills (attention, inhibitory control, and working memory) statistically predict sustainable environmental behaviors (consciousness and awareness) in 224 preschool children aged 61–72 months. The Self-Regulation Skills Scale (Teacher Form) and the Environmental Sustainability Scale for Children 60–72 Months Old were administered. All three components were entered as candidate predictors in stepwise regression analyses stratified by age and gender; inhibitory control did not meet the entry criterion (p < 0.05) in any model and was therefore retained in exploratory zero-order analyses only. Attention statistically and positively predicted environmental consciousness across the full sample (R2 = 0.041, p = 0.002) and in 6-year-olds (R2 = 0.057, p = 0.007) and predicted environmental awareness in 5-year-old girls (R2 = 0.099, p = 0.024) and in all children (R2 = 0.021, p = 0.030); however, no model met the Bonferroni-corrected threshold (adjusted α = 0.00625), so all findings are reported as exploratory. Formal moderation analyses revealed that gender did not significantly moderate the attention–environment relationship. These findings identify attentional self-regulation as a specific cognitive pathway to environmental sensitivity in early childhood, consistent with Bandura's Social Cognitive Theory. Curriculum implications and directions for confirmatory longitudinal research are discussed.