The Mediating Role of Interactive Behavior in the Relationship between Effortful Control and Self-Regulated Learning in Children Aged 3-5 Years

This study examined the mediating role of interactive behavior in the relationship between effortful control and self-regulated learning in children aged 3-5 years. Data were collected from 178 parents, and Structural Equation Modeling was used to test the hypothesized model. The bootstrapping method confirmed the statistical significance of the mediating effect. Results indicated that effortful control positively influences interactive behavior and self-regulated learning. Interactive behavior significantly mediated this relationship, demonstrating that children with higher effortful control engaged in more positive interactive behaviors, enhancing their self-regulated learning abilities. These results highlight the importance of interactive behavior as a pathway linking effortful control and self-regulated learning in early childhood. Therefore, educators and caregivers should foster positive interactive behaviors and self-regulated learning by creating supportive, enriched environments to promote optimal learning outcomes and development.