The contributions of relationships with parents and teachers to Turkish children's antisocial behaviour

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dc.authorid0000-0003-4007-5691
dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorEvans, Moon Y. Q.
dc.contributor.authorRudasill, Kathleen Moritz
dc.contributor.authorYıldız, Süleyman
dc.date.accessioned10.07.201910:49:13
dc.date.accessioned2019-07-10T19:51:55Z
dc.date.available10.07.201910:49:13
dc.date.available2019-07-10T19:51:55Z
dc.date.issued2018
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitim
dc.descriptionWOS: 000443987100003
dc.description.abstractThe present study examined the concurrent contributions of parent-child and teacher-child relationship quality to Turkish children's antisocial behaviour, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on parent-child relationships when predicting antisocial behaviour. Participants were 94 children (56 boys) with mean age of 7.05years (SD=.88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on their relationship with children and teachers reported on their relationships with children as well as children's antisocial behaviour. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that teacher-child conflict moderated the association between parent-child conflict and children's antisocial behaviour. Such that, higher parent-child conflict was related to higher levels of antisocial behaviour at the context of higher levels of teacher-child conflict. In addition, teacher-child closeness also moderated the association between parent-child conflict and children's antisocial behaviour. Such that when teacher-child closeness was at average or high levels, lower levels of parent-child conflict was related to lower levels of antisocial behaviour. Teacher-child conflict was positively associated with children's antisocial behaviour. Limitations and future directions of the current study are discussed.
dc.identifier.citationAcar, İ. H., Evans, M., Rudasill, K. ve Yıldız, S. (2018). The contributions of relationships with parents and teachers to Turkish children's antisocial behaviour. Educational Psychology, 38(7), 877-897. https://dx.doi.org/10.1080/01443410.2018.1441377
dc.identifier.doi10.1080/01443410.2018.1441377
dc.identifier.endpage897
dc.identifier.issn0144-3410
dc.identifier.issn1469-5820
dc.identifier.issue7
dc.identifier.scopusqualityQ1
dc.identifier.startpage877
dc.identifier.urihttps://dx.doi.org/10.1080/01443410.2018.1441377
dc.identifier.urihttps://hdl.handle.net/20.500.12511/2309
dc.identifier.volume38
dc.identifier.wosqualityQ2
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherRoutledge Journals, Taylor & Francis Ltd
dc.relation.ispartofEducational Psychologyen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectTurkish children
dc.subjectAntisocial Behaviour
dc.subjectParent Child Relationship
dc.subjectTeacher Child Relationship
dc.titleThe contributions of relationships with parents and teachers to Turkish children's antisocial behaviour
dc.typeArticle

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