Browsing by Author "Ucus, S."

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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 Hakkı
The 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.
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Teachers' innovativeness and teaching approach: The mediating role of creative classroom behaviors
(Scientific Journal Publishers, 2018-10) Ucus, S.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim Hakkı
We examined the associations between teachers' innovativeness, creative classroom behaviors, and teaching approach (constructivist and traditional) focusing in particular, on the mediating role of teachers' creative classroom behaviors in the relationship between their innovativeness and their teaching approach. We recruited 247 teachers (80.6% women, 19.4% men) working in early childhood centers and junior classes at elementary schools in Turkey to participate in the study. Participants reported on their innovativeness, creative classroom behaviors, and teaching approach. There was a positive association between creative classroom behaviors and use of the constructivist teaching approach, and a negative association between innovativeness and use of the traditional teaching approach. Mediation analysis results showed that there was an indirect effect from innovativeness to the constructivist teaching approach through creative classroom behaviors but this effect did not occur when a traditional teaching approach was used. Implications of our findings are discussed.