Association between children's temperament and learning behaviors: Contribution of relationships with parents and teachers

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dc.authorid0000-0003-3790-9026
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorVeziroğlu Çelik, Mefharet
dc.contributor.authorBarata, Özge
dc.contributor.authorAltay, Selin
dc.date.accessioned2022-11-15T10:20:08Z
dc.date.available2022-11-15T10:20:08Z
dc.date.issued2022
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitim
dc.description.abstractThe present study is an investigation of the contributions of child temperament (persistence and reactivity), parent-child (closeness and conflict), and teacher-child relationship (closeness and conflict), to pre-school children's learning behaviours with a focus on the moderating role of these relationships between child temperament and learning behaviours. Participants were 140 children (59 girls) aged 39 to 77 months (M = 62.57, SD = 8.53). Child temperament and parent-child relationships were reported by parents. Teacher-child relationships and learning behaviours were reported by teachers. Results from regression analyses accounting for the nesting structure of the data showed that reactivity, parent-child conflict, and teacher-child conflict were negatively, and persistence and teacher-child closeness were positively related to children's learning behaviours. In addition, when the parent-child conflict was at average or high levels, children with higher reactivity displayed lower levels of learning behaviours. The findings highlight that both temperament and relationships with parents and teachers are important for children's learning behaviours.
dc.identifier.citationAcar, İ. H., Veziroğlu Çelik, M., Barata, Ö. ve Altay, S. (2022). Association between children's temperament and learning behaviors: Contribution of relationships with parents and teachers. Educational Psychology, 42(7), 875-894. https://doi.org/10.1080/01443410.2022.2075541
dc.identifier.doi10.1080/01443410.2022.2075541
dc.identifier.endpage894
dc.identifier.issn0144-3410
dc.identifier.issn1469-5820
dc.identifier.issue7
dc.identifier.scopus2-s2.0-85131083917
dc.identifier.scopusqualityQ1
dc.identifier.startpage875
dc.identifier.urihttps://doi.org/10.1080/01443410.2022.2075541
dc.identifier.urihttps://hdl.handle.net/20.500.12511/9963
dc.identifier.volume42
dc.identifier.wos000800890600001en_US
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.institutionauthorVeziroğlu Çelik, Mefharet
dc.language.isoen
dc.publisherRoutledge Journals
dc.relation.ispartofEducational Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectChild Temperament
dc.subjectLearning Behaviour
dc.subjectParentchild Relationship
dc.subjectTeacherchild Relationship
dc.subjectPreschool Children
dc.titleAssociation between children's temperament and learning behaviors: Contribution of relationships with parents and teachers
dc.typeArticle

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