Browsing by Author "Veziroğlu-Çelik, M."

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Association between children’s temperament and learning behaviors: contribution of relationships with parents and teachers
(Taylor & Francis, 2022) Acar, İbrahim Hakkı; Veziroğlu-Çelik, M.; Barata, Özge; Altay, Selin; Psychology; ACAR, Ibrahim Hakkı; Barata, Özge; Altay, Selin
The present study is an investigation of the contributions of child temperament (persistence and reactivity), parent-child (closeness and conflict), and teacher-child relationship (closeness and conflict), to pre-school children's learning behaviours with a focus on the moderating role of these relationships between child temperament and learning behaviours. Participants were 140 children (59 girls) aged 39 to 77 months (M = 62.57, SD = 8.53). Child temperament and parent-child relationships were reported by parents. Teacher-child relationships and learning behaviours were reported by teachers. Results from regression analyses accounting for the nesting structure of the data showed that reactivity, parent-child conflict, and teacher-child conflict were negatively, and persistence and teacher-child closeness were positively related to children’s learning behaviours. In addition, when the parent-child conflict was at average or high levels, children with higher reactivity displayed lower levels of learning behaviours. The findings highlight that both temperament and relationships with parents and teachers are important for children’s learning behaviours.
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Parenting styles and Turkish children’s emotion regulation: The mediating role of parent-teacher relationships
(Springer, 2021-09) Acar, İbrahim Hakkı; Veziroğlu-Çelik, M.; Çelebi, Şevval; İngeç, Duygu; Kuzgun, Sena; Psychology; ACAR, Ibrahim Hakkı
The current study examined the contributions of parenting styles (inductive reasoning and punishment) and parent-teacher relationships to Turkish preschool children’s emotion regulation, with a specific focus on the mediating role of parent-teacher relationship between parenting styles and children’s emotion regulation. A total of 140 preschoolers (59 girls), their parents and teachers were recruited for the current study. Children’s age ranged from 39 to 77 months (M = 62.56, SD = 8.52). All teachers (n = 10) were female and working at a state-funded school. Mothers reported on their parenting styles and teachers reported on parent-teacher relationship and children’s emotion regulation. Results from regression analysis showed that parents’ inductive reasoning was positively associated with children’s emotion regulation and parent-teacher relationship. Higher parent-teacher relationship was positively associated with higher levels of children’s emotion regulation. In addition, parent-teacher relationship mediated the association between inductive parenting and emotion regulation of children. Limitations and future directions of the current study are discussed.