The Qualities of Teacher-Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey: The Moderating Role of Gender


ACAR İ. H. , Veziroglu-Celik M. , Garcia A., Colgrove A., Raikes H., Gonen M., ...Daha Fazla

EARLY CHILDHOOD EDUCATION JOURNAL, cilt.47, sa.1, ss.75-84, 2019 (SSCI İndekslerine Giren Dergi) identifier identifier

  • Cilt numarası: 47 Konu: 1
  • Basım Tarihi: 2019
  • Doi Numarası: 10.1007/s10643-018-0893-y
  • Dergi Adı: EARLY CHILDHOOD EDUCATION JOURNAL
  • Sayfa Sayıları: ss.75-84

Özet

The 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.