Acar, İbrahim HakkıVeziroğlu-Çelik, MefharetGarcia, AileenColgrove, AmyRaikes, HelenGönen, Mübeccel SaraEncinger, Amy Johnson10.07.20192019-07-1010.07.20192019-07-102019Acar, 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-y1082-33011573-1707https://dx.doi.org/10.1007/s10643-018-0893-yhttps://hdl.handle.net/20.500.12511/2303WOS: 000456421800008The 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.eninfo:eu-repo/semantics/embargoedAccessSelf-RegulationTurkish ChildrenAmerican ChildrenPreschool ChildrenTeacher-Child RelationshipArticle471758410.1007/s10643-018-0893-yQ3Q2