Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children's social competence and antisocial behavior

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dc.authorid0000-0003-4007-5691
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorKutaka, Traci Shizu
dc.contributor.authorRudasill, Kathleen Moritz
dc.contributor.authorTorquati, Julia
dc.contributor.authorCoplan, Robert J.
dc.contributor.authorYıldız, Süleyman
dc.date.accessioned2020-11-20T10:07:22Z
dc.date.available2020-11-20T10:07:22Z
dc.date.issued2020
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitim
dc.description.abstractThe present study examined the concurrent contribution of Turkish children's temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on children's temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on children's temperament and teachers reported on their relationships with children as well as children's social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support children's social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed.
dc.identifier.citationAcar, İ. H., Kutaka, T. S., Rudasill, K. M., Torquati, J., Coplan, R. J. ve Yıldız, S. (2020). Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children's social competence and antisocial behavior. Current Psychology, 39(6), 2231-2245. https://dx.doi.org/10.1007/s12144-018-9901-z
dc.identifier.doi10.1007/s12144-018-9901-z
dc.identifier.endpage2245
dc.identifier.issn1046-1310
dc.identifier.issn1936-4733
dc.identifier.issue6
dc.identifier.scopusqualityQ2
dc.identifier.startpage2231
dc.identifier.urihttps://dx.doi.org/10.1007/s12144-018-9901-z
dc.identifier.urihttps://hdl.handle.net/20.500.12511/6040
dc.identifier.volume39
dc.identifier.wosqualityQ1
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofCurrent Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectChild Temperament
dc.subjectTurkish Children
dc.subjectSocial Competence
dc.subjectAntisocial Behavior
dc.subjectTeacher-Child Relationship
dc.titleExamining the roles of child temperament and teacher-child relationships as predictors of Turkish children's social competence and antisocial behavior
dc.typeArticle

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