Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships
dc.contributor.author | Saral, Bengi | |
dc.contributor.author | Acar, İbrahim Hakkı | |
dc.date.accessioned | 2022-08-09T10:32:56Z | |
dc.date.available | 2022-08-09T10:32:56Z | |
dc.date.issued | 2021-11-02 | |
dc.identifier.issn | 1350-293X | en_US |
dc.identifier.uri | http://hdl.handle.net/10679/7781 | |
dc.identifier.uri | https://www.tandfonline.com/doi/full/10.1080/1350293X.2021.1985557?journalCode=recr20 | |
dc.description.abstract | Children's relationships with adults (e.g. parents and teachers) and within-family relationships (e.g. parent-parent) are important drivers for the development of children's social competence. The current study examined the contributions of adult-child relationships (parent-child and teacher-child) and parent-parent relationships to preschool children's social competence. In addition, the moderating roles of teacher-child relationships between parent-child and parent-parent relationships, and children's social competence were examined. Participants were parents and teachers of 127 children (M = 54.65, SD = 9.22 months) from Turkey. Parents reported on parent-child and parent-parent relationships and teachers reported on teacher-child relationships and children's social competence. Hierarchical regression models accounting for the nesting structure of the data were run to test the hypotheses. Results showed that teacher-child closeness was positively and teacher-child conflict was negatively associated with children's social competence. Parent-child and parent-parent relationships were not associated with children's social competence. Teacher-child closeness moderated the association between parent-parent conflict and social competence. The findings highlight the importance of examining both parent-parent and teacher-child relationships in the prediction of children's social competence. | en_US |
dc.language.iso | eng | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.relation.ispartof | European Early Childhood Education Research Journal | |
dc.rights | restrictedAccess | |
dc.title | Preschool children’s social competence: the roles of parent–child, parent–parent, and teacher–child relationships | en_US |
dc.type | Article | en_US |
dc.peerreviewed | yes | en_US |
dc.publicationstatus | Published | en_US |
dc.contributor.department | Özyeğin University | |
dc.contributor.authorID | (ORCID 0000-0003-4007-5691 & YÖK ID 267848) Acar, İbrahim | |
dc.contributor.ozuauthor | Acar, İbrahim Hakkı | |
dc.identifier.volume | 29 | en_US |
dc.identifier.issue | 6 | en_US |
dc.identifier.startpage | 856 | en_US |
dc.identifier.endpage | 876 | en_US |
dc.identifier.wos | WOS:000707894200001 | |
dc.identifier.doi | 10.1080/1350293X.2021.1985557 | en_US |
dc.subject.keywords | Social competence | en_US |
dc.subject.keywords | Parent-child relationship | en_US |
dc.subject.keywords | Parent-parent relationship | en_US |
dc.subject.keywords | Preschool children | en_US |
dc.subject.keywords | Teacher-child relationship | en_US |
dc.identifier.scopus | SCOPUS:2-s2.0-85118166792 | |
dc.contributor.ozugradstudent | Saral, Bengi | |
dc.relation.publicationcategory | Article - International Refereed Journal - Institutional Academic Staff and Graduate Student |
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