02041nas a2200193   4500000000100000000000100001008004100002653001800043653001200061653003300073653003100106100001300137245011200150856014900262300001400411490000700425520139500432022002001827                                       d10aArt education10aCollege10aIntangible cultural heritage10aProtection and inheritance1 aNing Liu00aResearch on the Role of College Art Education in Protection and Inheritance of Intangible Cultural Heritage  uhttps://www.scopus.com/inward/record.uri?eid=2-s2.0-85061892495&doi=10.12738%2festp.2018.5.057&partnerID=40&md5=ac8f2d183d2f03312bbd09bb05f7fad3  a1591-15970 v183 aThis research aims to investigate the contributions of Turkish pre-school children’s levels of positive/ conflicting relationships with their mothers and close/conflicting relationships with their teachers in predicting their adjustment to school. The sample of the study consists of 190 six-year-old children attending public preschools in Adana (a city in southern Turkey), as well as their mothers and teachers. For the data analysis, hierarchical regression analysis has been conducted. The results of the study show the positive relationship established with the mother and teacher to be related to an increase in children’s school-adjustment behaviours. A positive relationship has been noted for positive mother-child relationships with children’s cooperative participation, self-directedness, and total school adjustment. The results indicate a positive link for closeness in the teacher-child relationship with school liking, cooperative participation, self-directedness, and total school adjustment. Additionally, a positive relationship has been observed for the conflictive teacher-child relationship with school avoidance. An inverse relationship has also been observed for the conflictive teacher-child relationship with cooperative participation, self-directedness, and school adjustment. As conflicts with a teacher increase, the child’s school adjustment decreases.  a13030485 (ISSN)