Preschool children's self-regulation and learning behaviors: The moderating role of teacher-child relationship

Basit Öğe Kaydı
dc.authorid0000-0003-3790-9026
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorVeziroğlu Çelik, Mefharet
dc.contributor.authorRudasill, Kathleen Moritz
dc.contributor.authorSealy, Martinique A.
dc.date.accessioned2023-03-07T09:14:15Z
dc.date.available2023-03-07T09:14:15Z
dc.date.issued2022
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitim
dc.description.abstractBackground Children's approach to learning is essential for both academic achievement and socio-emotional well-being. This competence is influenced by both individual (self-regulation) and environmental factors (teacher-child relationships). Objective The aim of the present study is to examine Turkish children's learning behaviors through the interplay of children's self-regulation and teacher-child relationship. In particular, we examine the moderating role of teacher-child relationship quality on the link between self-regulation and learning behaviors. Method Participants were 140 preschool children (81 boys) from a disadvantaged neighborhood in Istanbul, Turkey. Children's age ranged from 39 to 77 months (M = 62.55, SD = 8.53). Teachers reported on teacher-child relationship quality and children's learning behaviors. We assessed children's self-regulation via structured performance-based tasks. Results Regression results using SAS PROC MIXED showed: first, the combination of high teacher-child closeness and hot self-regulation was related to higher levels of learning behaviors. Second, teacher closeness was positively, and teacher conflict was negatively associated with children's learning behaviors. Third, cool and hot aspects of self-regulation were related to children's learning behaviors; this was true only for cool aspects of self-regulation in multivariate analyses. Conclusions Children's self-regulation (hot and cool aspects) and the qualities of teacher-child relationships appear to be important for their approaches to learning. Findings from the current study provide additional support for individual-context interaction for child outcomes in the Turkish preschool educational context.
dc.identifier.citationAcar, İ. H., Veziroğlu Çelik, M., Rudasill, K. M. ve Sealy, M. A. (2022). Preschool children's self-regulation and learning behaviors: The moderating role of teacher-child relationship. Child & Youth Care Forum, 51(1), 1-18. https://dx.doi.org/10.1007/s10566-021-09615-3
dc.identifier.doi10.1007/s10566-021-09615-3
dc.identifier.endpage18
dc.identifier.issn1053-1890
dc.identifier.issn1573-3319
dc.identifier.issue1
dc.identifier.scopus2-s2.0-85104841826
dc.identifier.scopusqualityQ1
dc.identifier.startpage1
dc.identifier.urihttps://dx.doi.org/10.1007/s10566-021-09615-3
dc.identifier.urihttps://hdl.handle.net/20.500.12511/10576
dc.identifier.volume51
dc.identifier.wos000640864900001en_US
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorVeziroğlu Çelik, Mefharet
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofChild & Youth Care Forumen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/closedAccess
dc.subjectSelf-Regulation
dc.subjectTeacher
dc.subjectChild Relationship
dc.subjectPreschool Children
dc.subjectLearning Behaviors
dc.titlePreschool children's self-regulation and learning behaviors: The moderating role of teacher-child relationship
dc.typeArticle

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