Browsing by Author "Celik, M. V."
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ArticlePublication Metadata only The association between learning behaviours and social competence of Turkish preschool children(Taylor & Francis, 2020-09-09) Celik, M. V.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim HakkıThe purpose of the current study was to examine the associations between learning behaviours and social competencies of Turkish preschool children. The participants were a total of 140 children (59 girls) with the mean age of 62.56 months (SD = 8.52)enrolled in an urban school district in Turkey. Teachers reported on the children's learning behaviours (competence/motivation, attention/persistence, attitude toward learning) and social competencies (academic skills, peer relations, self-management). Canonical correlation analyses were used to test the multivariate associations between learning behaviours and the social competencies of the children. Results from bivariate correlations showed that all of the three factors for learning behaviours were positively associated with the three factors of social competence. Further, this result was confirmed through canonical correlation analyses showing that all of the learning behaviours strongly contributed to functions related to social competence. There was no gender difference for both learning behaviours and social competence. Limitations and future directions are discussed in the light of the findings.ArticlePublication Metadata only Family context of low-income young children and their self-regulation in the United States and Turkey(Taylor & Francis, 2020-08-17) Celik, M. V.; Garcia, A.; Acar, İbrahim Hakkı; Gonen, M.; Raikes, H.; Korkmaz, A.; Ucus, S.; Esteraich, J.; Colgrove, A.; Psychology; ACAR, Ibrahim HakkıThe current study examines the contributions of family context (e.g. life events, home environments) to low-income preschool children’s self-regulation (behaviour regulation and executive function) in the United States and Turkey. Participants were 1139 low-income children (486 from the U.S. and 653 from Turkey) and their parents. Children’s self-regulation was assessed via structured tasks and family related variables such as life events, home environments, and demographic information were assessed via parent-report. Results from regression analyses showed that child’s age-predicted behaviour regulation and executive function in children both from the U.S. and Turkey. Child gender, favouring girls predicted behaviour regulation and executive function and parent–child verbal interaction was associated with behaviour regulation only in the U.S. Family structure (favouring living in a two-parent household) predicted executive function and economic change predicted behaviour regulation in Turkey. Contributions and future directions were also discussed.