Difficult Temperament and Children's Peer Relations: The Moderating Role of Quality of Parent-Child Relationships

Autor/inn/en	Acar, Ibrahim H.; Pérez-González, Sam; Kutaka, Traci Shizu; Yildiz, Süleyman
Titel	Difficult Temperament and Children's Peer Relations: The Moderating Role of Quality of Parent-Child Relationships
Quelle	In: Early Child Development and Care, 189 (2019) 13, S.2141-2155 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acar, Ibrahim H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2018.1439941
Schlagwörter	Foreign Countries; Personality; Personality Problems; Child Behavior; Peer Relationship; Parent Child Relationship; Conflict; Elementary School Students; Parent Education; Intervention; Turkey + Suchen Sie Ihr Suchwort? Ausland; Personalität; Peer-Beziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Konflikt; Parents education; Elternbildung; Elternschule; Türkei
Abstract	The current study is an examination of contributions of difficult temperament and qualities of parent-child relationship to Turkish children's peer relations, with a specific focus on the moderating role of parent-child relationships (closeness and conflict) on difficult temperament when predicting children's peer relations. Participants were 94 children (56 boys) with the mean age of 7.05 years (SD = 0.88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on parent-child relationships and child temperament, and teachers reported on peer relations. Results from the hierarchical regression analyses showed that parent-child conflict was negatively associated with children's peer relations. Parent-child conflict moderated the association between children's difficult temperament and their peer relations. Children who experienced low levels of parent conflict and were not temperamentally difficult showed more positive peer relations as rated by their teachers. Limitations and future directions of the current study are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01