Self-regulation and problem solving in early childhood: the mediating role of number sense

Abstract The aim of this study is to examine the relationships among self-regulation, number sense, and problem-solving skills, and to assess whether number sense plays a mediating role in the interaction between self-regulation and problem-solving skills. The study was conducted in line with the quantitative research approach, using a correlational survey design. The study included a total of 244 children aged 60–72 months attending public independent kindergartens and preschools in a province in the northeastern anatolia region of Türkiye. Data were collected through the Number Sense Test, the Self-Regulation Skills Scale, and the Problem Solving Scale. The measurement tools used in the study were found to be valid and reliable. The findings indicated that self-regulation was found to be significantly associated with, and to predict, children’s problem-solving skills and number sense performance. Additionally, number sense partially mediated this predictive relationship. The proposed model and findings of the study were compared with the existing literature, and new insights were gained regarding the relationships among self-regulation, number sense, and problem-solving skills. These results are expected to contribute to the development of educational programs.