Browsing by Author "Torquati, J. C."
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ArticlePublication Metadata only Examining the roles of parent-child and teacher-child relationships on behavior regulation of children at risk(Wayne State University Press, 2018-04) Acar, İbrahim Hakkı; Torquati, J. C.; Garcia, A.; Ren, L.; Psychology; ACAR, Ibrahim HakkıThe current study examined the effects of parent-child and teacher-child relationships on behavior regulation of children at risk. In particular, the amplifying or attenuating effect of one context (i.e., teacher-child relationships) for another context (i.e., parent-child relationship) on children's behavior regulation was examined. Participants were 291 children (159 boys) ages 37-70 months (M = 53.88 months, SD = 6.44 months) from three different preschools serving low-income children in two Midwestern cities. Parents and teachers reported on their relationships with children during fall. Behavior regulation was assessed via structured tasks during spring and summer. After controlling for demographic variables, results showed that parent-child closeness and teacher-child conflict were related to children's behavior regulation. Interaction models showed that when children experienced a combination of low parent-child closeness and high teacher-child conflict, they had lower levels of behavior regulation. Findings highlight the importance of parent-child and teacher-child relationships, both independently and together, for low-income children's behavior regulation.ArticlePublication Metadata only Pathways to low-income children’s self-regulation: Child temperament and the qualities of teacher–child relationships(Taylor & Francis, 2020-11) Acar, İbrahim Hakkı; Torquati, J. C.; Raikes, H.; Rudasill, K. M.; Psychology; ACAR, Ibrahim HakkıResearch 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 selfregulation. 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 selfregulation, 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.