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    Children’s emotion regulation and attachment to parents: Parental emotion socialization as a moderator
    (Society for Personal Research, 2018) Ahmetoğlu, Emine; İlhan Ildız, Gökçen; Acar, İbrahim Hakkı; Encinger, Amy Johnson
    We examined the associations among parental emotion socialization, and children's emotion regulation and attachment to parents. In particular, we examined the moderating role of parental emotion socialization in the relationship between children's emotion regulation and attachment to parents. Participants were 78 Turkish children (49 boys) aged from 60 to 77 months and their parents. Parents reported on the socialization strategies they used for their children's emotions and on their children's emotion regulation, and we assessed children's attachment to parents via the Doll Story Completion Task. Results revealed that parents' minimization reaction to children's emotions moderated the association between children's emotion regulation and attachment to parents. When parents' response was punitive, children with poor emotion regulation displayed stronger attachment to parents than children with robust emotion regulation did. In addition, girls had a more secure attachment to parents than boys did. Our results highlight the importance of children's emotion regulation and parental emotion socialization for children's secure early attachment to parents.
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    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.