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

Autor/inn/en	Acar, Ibrahim H.; Veziroglu-Celik, Mefharet; Garcia, Aileen; Colgrove, Amy; Raikes, Helen; Gönen, Mübeccel; Encinger, Amy
Titel	The Qualities of Teacher--Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey: The Moderating Role of Gender
Quelle	In: Early Childhood Education Journal, 47 (2019) 1, S.75-84 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1082-3301
DOI	10.1007/s10643-018-0893-y
Schlagwörter	Foreign Countries; Teacher Student Relationship; Preschool Children; Preschool Teachers; Conflict; Student Behavior; Gender Differences; Self Control; Low Income Students; Cultural Differences; United States; Turkey + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Konflikt; Student behaviour; Schülerverhalten; Geschlechterkonflikt; Selbstbeherrschung; Kultureller Unterschied; USA; Türkei
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01