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Difficult temperament and children’s peer relations: The moderating role of quality of parent–child relationships

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Date

2019

Author

Acar, İbrahim Hakkı
Pérez-González, Sam
Kutaka, Traci Shizu
Yıldız, Süleyman

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Acar, İ. H., Perez Gonzalez, S., Kutaka, T. S. ve Yıldız, S. (2019). Difficult temperament and children’s peer relations: The moderating role of quality of parent–child relationships. Early Child Development and Care, 189(13), 2141-2155. https://dx.doi.org/10.1080/03004430.2018.1439941

Abstract

The current study is an examination of contributions of difficult temperament and qualities of parent–child relationship to Turkish children’s peer relations, with a specific focus on the moderating role of parent–child relationships (closeness and conflict) on difficult temperament when predicting children’s peer relations. Participants were 94 children (56 boys) with the mean age of 7.05 years (SD? =?.88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on parent–child relationships and child temperament, and teachers reported on peer relations. Results from the hierarchical regression analyses showed that parent–child conflict was negatively associated with children’s peer relations. Parent–child conflict moderated the association between children’s difficult temperament and their peer relations. Children who experienced low levels of parent conflict and were not temperamentally difficult showed more positive peer relations as rated by their teachers. Limitations and future directions of the current study are discussed.

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Q4

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Source

Early Child Development and Care

Volume

189

Issue

13

URI

https://hdl.handle.net/20.500.12511/821
https://dx.doi.org/10.1080/03004430.2018.1439941

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  • Makale Koleksiyonu [27]
  • Scopus İndeksli Yayınlar Koleksiyonu [5326]
  • WoS İndeksli Yayınlar Koleksiyonu [5545]



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Kütüphane ve Dokümantasyon Daire Başkanlığı, İstabul, Turkey
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