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Araştırmaokul öncesi eğitim kurumlarına devam eden 48-72 aylık çocukların bağlanmaörüntüleri ile motivasyon düzeyleri arasındaki ilişkiyi incelemek amacıylaplanlanmıştır. Bununla birlikte bağlanma örüntülerinin annenin yaşı, öğrenimdurumu, çalışma durumu ve babanın yaşı, öğrenim durumu, mesleği gibideğişkenlere göre farklılık gösterip göstermediği sorusuna da cevap aranmıştır.Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini,2018-2019 eğitim öğretim yılında Diyarbakır’ın Silvan ilçesinde bulunan ilkokulabağlı anasınıfları ve bağımsız anaokullarına devam eden 48-72 aylık çocuklaroluşturmaktadır. Araştırmanın örneklemini evrenden tesadüfî küme örneklemeformülü kullanılarak belirlenmiş 331 çocuk oluşturmaktadır. Veriler “GenelBilgi Formu”, “Bağlanma Öykü Tamamlama Testi” ve “Okul Öncesi Çocuklar İçinMotivasyon Ölçeği” kullanılarak elde edilmiştir. Araştırma sonucunda bağlanmapuanlarının anne yaşı, baba yaşı, anne öğrenim durumu ve baba mesleği değişkenlerinegöre anlamlı farklılık göstermediği; baba öğrenim durumu ve anne çalışma durumudeğişkenlerine göre anlamlı farklılık gösterdiği saptanmıştır. Bununla birliktegüvenli bağlanan çocukların motivasyon düzeylerinin güvensiz bağlanan çocuklaragöre daha yüksek olduğu saptanmıştır., The study was planned to investigate therelationship between attachment patterns and motivation levels of 48-72 monthold children attending preschool education institutions. In addition, thequestion was asked whether the attachment patterns differ according to thevariables such as mother's age, educational status, working status and father'sage, educational status, and occupation. The population of the study consists of 48-72 months old childrenattending kindergartens connected to primary school and independentkindergartens in the Silvan district of Diyarbakır in the 2018-2019 academicyear. The sample of the study consists of 331 children from the universedetermined by using random cluster sampling formula. Data were obtained byusing “General Information Form”, “Attachment Story Completion Test” and “TheMotivation Scale for Preschool Children”. As a result of thestudy, it was observed that attachment scores did not differ significantlyaccording to the variables of mother age, father age, mother education leveland father profession; however, it was found that there was a significantdifference according to the variables of father's education and mother'sworking status. At the same time, it was found that the motivation levels ofthe children with secure attachment were higher than those with insecureattachment.

The Miniscat designed as an elementary grade creativity test, includes word doublets (e.g., peanut and fly) to be responded to by a third word (e.g., butter). Items represent six different associative rule structures. Children in grades 1 and 3 were judged as high or low in creativity from their responses to a story completion test. High creativity examinees did have appreciably higher Miniscat scores than did low creativity examinees—an outcome supporting the validity of the test. Scores for grade 3 were higher than for grade 1 on one form of the test (form B) but not on another (form A). Girls scored higher than boys on form A but not on form B. Split-half reliability coefficients were high and consistent. Judges of creativity were themselves tested for creativity; their creativity scores were unrelated to their judgments of children's creativity—a finding that failed to support the notion that it takes a creative person to recognize one.

A story completion test was constructed and administered to 99 ten-year-old boys. The main results were: (1) The average number of aggressive responses tends to be lower when the aggression items are presented in a ‘spaced’ manner than when they are ‘massed’. (2) There is a spread effect from aggression items to neutral items. Aggression and neutral items presented in mixed order give a stronger effect. (3) A relatively consistent factor structure of aggression responses was shown in the test. Aggression towards peers and authority were independent of each other, and seem to be influenced differently by the manner of presentation of stimuli.