The qualities of teacher-child relationships and self-regulation of children at risk in the United States and Turkey: The moderating role of gender

Basit Öğe Kaydı
dc.authorid0000-0003-4007-5691
dc.authorid0000-0003-3790-9026
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorVeziroğlu-Çelik, Mefharet
dc.contributor.authorGarcia, Aileen
dc.contributor.authorColgrove, Amy
dc.contributor.authorRaikes, Helen
dc.contributor.authorGönen, Mübeccel Sara
dc.contributor.authorEncinger, Amy Johnson
dc.date.accessioned10.07.201910:49:13
dc.date.accessioned2019-07-10T19:51:53Z
dc.date.available10.07.201910:49:13
dc.date.available2019-07-10T19:51:53Z
dc.date.issued2019
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitim
dc.descriptionWOS: 000456421800008
dc.description.abstractThe 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.
dc.description.sponsorshipHacettepe University Scientific Research Unit in Ankara [SDS-2015-5455]; Center for Early Childhood Policies at Hacettepe Universityen_US
dc.description.sponsorshipThe findings reported here are based on research conducted as part of the Hacettepe University-University of Nebraska Self-Regulation Study. Principal investigators are Mubeccel Gonen, Ph.D., and Mefharet Veziroglu-Celik, Ph.D., representing Hacettepe University and Helen Raikes, Ph.D., and Ibrahim H. Acar, Ph.D., University of Nebraska. Public kindergartens and elementary schools in Ankara, Turkey, Educare of Lincoln and Omaha, Nebraska, USA, and contributions of Lisa St. Clair and Megan Sheppard, Munroe Meyer Institute, University of Nebraska Medical Center, are acknowledged. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The Turkey part of this work was supported by Hacettepe University Scientific Research Unit in Ankara, under research Grant Number SDS-2015-5455. The research was conducted by the allowance of the Altnda District National Education Directorate. In addition, the publication process of the Turkey part of this work was supported by the Center for Early Childhood Policies at Hacettepe University.en_US
dc.identifier.citationAcar, İ. H., Veziroğlu Çelik, M., Garcia, A., Colgrove, A., Raikes, H., Gönen, M. S. ve Encinger, A. J. (2019). The qualities of teacher-child relationships and self-regulation of children at risk in the United States and Turkey: The moderating role of gender. Early Childhood Education Journal, 47(1), 75-84. https://dx.doi.org/10.1007/s10643-018-0893-y
dc.identifier.doi10.1007/s10643-018-0893-y
dc.identifier.endpage84
dc.identifier.issn1082-3301
dc.identifier.issn1573-1707
dc.identifier.issue1
dc.identifier.scopusqualityQ2
dc.identifier.startpage75
dc.identifier.urihttps://dx.doi.org/10.1007/s10643-018-0893-y
dc.identifier.urihttps://hdl.handle.net/20.500.12511/2303
dc.identifier.volume47
dc.identifier.wosqualityQ3
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherSpringer
dc.relation.ispartofEarly Childhood Education Journalen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectSelf-Regulation
dc.subjectTurkish Children
dc.subjectAmerican Children
dc.subjectPreschool Children
dc.subjectTeacher-Child Relationship
dc.titleThe qualities of teacher-child relationships and self-regulation of children at risk in the United States and Turkey: The moderating role of gender
dc.typeArticle

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