Pathways to Low-Income Children's Self-Regulation: Child Temperament and the Qualities of Teacher-Child Relationships

Autor/inn/en	Acar, Ibrahim H.; Torquati, Julia C.; Raikes, Helen; Rudasill, Kathleen Moritz
Titel	Pathways to Low-Income Children's Self-Regulation: Child Temperament and the Qualities of Teacher-Child Relationships
Quelle	In: Early Education and Development, 32 (2021) 8, S.1103-1121 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Acar, Ibrahim H.) ORCID (Torquati, Julia C.) ORCID (Rudasill, Kathleen Moritz)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-9289
DOI	10.1080/10409289.2020.1830465
Schlagwörter	Low Income Students; Personality Traits; Self Control; Teacher Student Relationship; Correlation; Conflict; Student Characteristics; Self Management; Disadvantaged Youth; Preschool Education; Preschool Children; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Selbstbeherrschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Korrelation; Konflikt; Selbstmanagement; Benachteiligter Jugendlicher; Pre-school education; Vorschulerziehung; Pre-school age; Preschool age; Child; Children; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschule
Abstract	Research Findings: We examined low-income children's temperament (regulatory and reactive) as a predictor of their self-regulation, and teacher-child relationship (closeness and conflict) as a moderator of associations between child temperament and self-regulation. This study involved 291 children (132 girls) (Mage = 53.88 months, SD = 6.44 months) from three EduCare programs. Parents reported on children's temperament and teachers reported on qualities of teacher-child relationships during fall. Direct assessments of self-regulation were conducted during the following spring and summer. Hierarchical regression models using SAS PROCMIXED were employed to account for nesting of children within classrooms. Bivariate analyses revealed that teacher-child closeness was positively associated with children's self-regulation, and teacher-child conflict was inversely associated with children's self-regulation. After controlling for demographic variables, regression analyses showed that higher levels of conflict combined with lower temperamental regulation was related to lower self-regulation. Lower levels of child temperamental regulation was related to higher self-regulation when teacher-child conflict was low. Practice and Policy: Findings suggest that reducing conflictual teacher-child conflict could be beneficial for children's self-regulation, particularly for children with low regulatory temperament. A focus on enhancing teacher self-regulation, for example, through mindfulness practices, is a promising approach to reducing teacher-child conflict. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01