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

Ibrahim H. Acar, Mefharet Veziroglu-Celik, Aileen Garcia, Amy Colgrove, Helen Raikes, Mübeccel Gönen, Amy Encinger

Research output: Contribution to journalArticle

1 Citation (Scopus)

Abstract

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.

Original languageEnglish (US)
Pages (from-to)75-84
Number of pages10
JournalEarly Childhood Education Journal
Volume47
Issue number1
DOIs
StatePublished - Jan 15 2019

Fingerprint

Turkey
self-regulation
gender
low income
teacher
moderator
Self-Control
Research Personnel
Conflict (Psychology)
examination

Keywords

  • American children
  • Preschool children
  • Self-regulation
  • Teacher–child relationship
  • Turkish children

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

Cite this

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, Ibrahim H.; Veziroglu-Celik, Mefharet; Garcia, Aileen; Colgrove, Amy; Raikes, Helen; Gönen, Mübeccel; Encinger, Amy.

In: Early Childhood Education Journal, Vol. 47, No. 1, 15.01.2019, p. 75-84.

Research output: Contribution to journalArticle

Acar, Ibrahim H. ; Veziroglu-Celik, Mefharet ; Garcia, Aileen ; Colgrove, Amy ; Raikes, Helen ; Gönen, Mübeccel ; Encinger, Amy. / The Qualities of Teacher–Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey : The Moderating Role of Gender. In: Early Childhood Education Journal. 2019 ; Vol. 47, No. 1. pp. 75-84.
@article{d8e2ccdf01334a78b2c55ae44b7df143,
title = "The Qualities of Teacher–Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey: The Moderating Role of Gender",
abstract = "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.",
keywords = "American children, Preschool children, Self-regulation, Teacher–child relationship, Turkish children",
author = "Acar, {Ibrahim H.} and Mefharet Veziroglu-Celik and Aileen Garcia and Amy Colgrove and Helen Raikes and M{\"u}beccel G{\"o}nen and Amy Encinger",
year = "2019",
month = "1",
day = "15",
doi = "10.1007/s10643-018-0893-y",
language = "English (US)",
volume = "47",
pages = "75--84",
journal = "Early Childhood Education Journal",
issn = "1082-3301",
publisher = "Springer Netherlands",
number = "1",

}

TY - JOUR

T1 - The Qualities of Teacher–Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey

T2 - The Moderating Role of Gender

AU - Acar, Ibrahim H.

AU - Veziroglu-Celik, Mefharet

AU - Garcia, Aileen

AU - Colgrove, Amy

AU - Raikes, Helen

AU - Gönen, Mübeccel

AU - Encinger, Amy

PY - 2019/1/15

Y1 - 2019/1/15

N2 - 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.

AB - 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.

KW - American children

KW - Preschool children

KW - Self-regulation

KW - Teacher–child relationship

KW - Turkish children

UR - http://www.scopus.com/inward/record.url?scp=85045064201&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85045064201&partnerID=8YFLogxK

U2 - 10.1007/s10643-018-0893-y

DO - 10.1007/s10643-018-0893-y

M3 - Article

AN - SCOPUS:85045064201

VL - 47

SP - 75

EP - 84

JO - Early Childhood Education Journal

JF - Early Childhood Education Journal

SN - 1082-3301

IS - 1

ER -