The examination of the relationship between working memory and aggression tendency in terms of self-regulation skills.

Introduction: The aim of this study was to investigate the mediating role of self-regulation skills in the relationship between working memory and aggression tendencies in preschool children. Methods: The study employed a correlational survey design. The sample consisted of 118 children aged five years. The data were collected utilising the Personal Information Form, Self-Regulation Scale, Memory Battery for Preschool Children, and Aggression Tendency Scale. To determine the mediating effect in the proposed mode, Pearson correlation and regression analysis based on the bootstrap method were employed. Results: The findings showed that working memory was a positive predictor of self-regulation skills and a negative predictor of aggression tendency. Self-regulation skills negatively predicted aggression tendencies. Additionally, selfregulation skills were identified as a mediating factor in the relationship between working memory and aggression tendency. Conclusion: The findings indicate that self-regulation skills are an influential factor in explaining the relationship between working memory and aggression tendencies in preschool children.