Yazar "Colgrove, Amy" seçeneğine göre listele

Listeleniyor 1 - 2 / 2
  • Küçük Resim
    Öğe
    Family context of low-income young children and their self-regulation in the United States and Turkey
    (Routledge Journals, 2020) Veziroğlu Çelik, Mefharet; Garcia, Aileen; Acar, İbrahim Hakkı; Gönen, Mübeccel; Raikes, Helen; Korkmaz, Aysel; Uçuş, Şükran; Esteraich, Jan; Colgrove, Amy
    The current study examines the contributions of family context (e.g. life events, home environments) to low-income preschool children's self-regulation (behaviour regulation and executive function) in the United States and Turkey. Participants were 1139 low-income children (486 from the U.S. and 653 from Turkey) and their parents. Children's self-regulation was assessed via structured tasks and family related variables such as life events, home environments, and demographic information were assessed via parent-report. Results from regression analyses showed that child's age-predicted behaviour regulation and executive function in children both from the U.S. and Turkey. Child gender, favouring girls predicted behaviour regulation and executive function and parent-child verbal interaction was associated with behaviour regulation only in the U.S. Family structure (favouring living in a two-parent household) predicted executive function and economic change predicted behaviour regulation in Turkey. Contributions and future directions were also discussed.
  • Küçük Resim
    Öğe
    The qualities of teacher-child relationships and self-regulation of children at risk in the United States and Turkey: The moderating role of gender
    (Springer, 2019) Acar, İbrahim Hakkı; Veziroğlu-Çelik, Mefharet; Garcia, Aileen; Colgrove, Amy; Raikes, Helen; Gönen, Mübeccel Sara; Encinger, Amy Johnson
    The current study is an examination of the teacher-child relationships (closeness and conflict) as a predictor of children's self-regulation in preschool, with a focus on child gender as moderator of associations between teacher-child relationships and children's self-regulation. Participants were 291 low-income children (159 males; 37-70 months old) in the United States and 362 low-income children (165 males; 42-79 months) in Turkey, and their teachers. Teacher-child relationship was assessed via teacher-report and children's self-regulation was assessed by independent researchers via structured tasks. Gender moderated the association between teacher-child conflict and self-regulation in children from the U.S. such that boys with lower levels of teacher-child conflict scored higher in self-regulation than boys who had higher levels of conflict with their teachers. Teacher-child conflict in the U.S. and teacher-child closeness in Turkey were significantly associated with children's self-regulation. Limitations of the current study and future directions are also discussed.