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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.issued2022en_US
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/10.1080/01443410.2022.2075541en_US
dc.identifier.issn0144-3410
dc.identifier.issn1469-5820
dc.identifier.urihttps://doi.org/10.1080/01443410.2022.2075541
dc.identifier.urihttps://hdl.handle.net/20.500.12511/9963
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.en_US
dc.language.isoengen_US
dc.publisherRoutledge Journalsen_US
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.subjectChild Temperamenten_US
dc.subjectLearning Behaviouren_US
dc.subjectParentchild Relationshipen_US
dc.subjectTeacherchild Relationshipen_US
dc.subjectPreschool Childrenen_US
dc.titleAssociation between children's temperament and learning behaviors: Contribution of relationships with parents and teachersen_US
dc.typearticleen_US
dc.relation.ispartofEducational Psychologyen_US
dc.departmentİstanbul Medipol Üniversitesi, Eğitim Fakültesi, Temel Eğitimen_US
dc.authorid0000-0003-3790-9026en_US
dc.identifier.volume42en_US
dc.identifier.issue7en_US
dc.identifier.startpage875en_US
dc.identifier.endpage894en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.identifier.doi10.1080/01443410.2022.2075541en_US
dc.institutionauthorVeziroğlu Çelik, Mefharet
dc.identifier.wosqualityQ2en_US
dc.identifier.wos000800890600001en_US
dc.identifier.scopus2-s2.0-85131083917en_US
dc.identifier.scopusqualityQ1en_US


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