Examining the Roles of Parent-Child and Teacher-Child Relationships on Behavior Regulation of Children at Risk

Autor/inn/en	Acar, Ibrahim H.; Torquati, Julia C.; Garcia, Aileen; Ren, Lixin
Titel	Examining the Roles of Parent-Child and Teacher-Child Relationships on Behavior Regulation of Children at Risk
Quelle	In: Merrill-Palmer Quarterly: Journal of Developmental Psychology, 64 (2018) 2, S.248-274, Artikel 4 (27 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-930X
Schlagwörter	Teacher Student Relationship; At Risk Students; Self Control; Parent Child Relationship; Low Income; Child Behavior; Preschool Children; Preschool Education; Correlation; Role; Behavior Problems; Parent Attitudes; Teacher Attitudes; Delay of Gratification; Rewards; Rating Scales; Measures (Individuals); Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Selbstbeherrschung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Niedriglohn; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Rollen; Elternverhalten; Lehrerverhalten; Reward; Belohnung; Rating-Skala; Messdaten
Abstract	The current study examined the effects of parent-child and teacher-child relationships on behavior regulation of children at risk. In particular, the amplifying or attenuating effect of one context (i.e., teacher-child relationships) for another context (i.e., parent-child relationship) on children's behavior regulation was examined. Participants were 291 children (159 boys) ages 37-70 months (M = 53.88 months, SD = 6.44 months) from three different preschools serving low-income children in two Midwestern cities. Parents and teachers reported on their relationships with children during fall. Behavior regulation was assessed via structured tasks during spring and summer. After controlling for demographic variables, results showed that parent-child closeness and teacher-child conflict were related to children's behavior regulation. Interaction models showed that when children experienced a combination of low parent-child closeness and high teacher-child conflict, they had lower levels of behavior regulation. Findings highlight the importance of parent-child and teacher-child relationships, both independently and together, for low-income children's behavior regulation. (As Provided).
Anmerkungen	Wayne State University Press. The Leonard N. Simons Building, 4809 Woodward Avenue, Detroit, MI 48201-1309. Tel: 800-978-7323; Fax: 313-577-6131; Web site: http://wsupress.wayne.edu/journals/merrill/merrillj.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01