Browsing by Author "Veziroglu-Celik, M."

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A convergent parallel mixed-methods study of screen time and social behaviors in early childhood
(Taylor and Francis, 2023-08-08) Veziroglu-Celik, M.; Acar, İbrahim Hakkı; Kaygisiz, C.; Koc, I. N.; Psychology; ACAR, Ibrahim Hakkı
Using a convergent parallel mixed methods design, the present study examined children’s screen time and social behaviors through parents’ perceptions. The participants were 113 children and their parents for the quantitative strand and 42 randomly selected parents for the qualitative strand of the study. Parents reported on children’s social behaviors and screen time in the quantitative strand, and semi-structured interviews were conducted with parents in the qualitative strand of the study. Quantitative data were analyzed using cluster analyses, and qualitative data were analyzed using an open-coding system; following that, the quantitative and qualitative results were collaboratively discussed. Using cluster analyses, children were categorized into two groups (positive and relatively social negative behaviors) that reflect their social behaviors during peer play context. Qualitative analyses identified parents’ perceptions of their children’s social behavior and screen time. Accordingly, qualitative results consistently supported the two groups categorized in the quantitative strand. In addition, parents’ use of screen-related strategies was related to children’s positive social behaviors. Findings from the current study suggest that considering children’s engagement with screen time may contribute to a greater understanding of children’s social behaviors.
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Preschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationship
(Springer, 2022-02) Acar, İbrahim Hakkı; Veziroglu-Celik, M.; Rudasill, K. M.; Sealy, M. A.; Psychology; ACAR, Ibrahim Hakkı
Background Children's approach to learning is essential for both academic achievement and socio-emotional well-being. This competence is influenced by both individual (self-regulation) and environmental factors (teacher-child relationships). Objective The aim of the present study is to examine Turkish children's learning behaviors through the interplay of children's self-regulation and teacher-child relationship. In particular, we examine the moderating role of teacher-child relationship quality on the link between self-regulation and learning behaviors. Method Participants were 140 preschool children (81 boys) from a disadvantaged neighborhood in Istanbul, Turkey. Children's age ranged from 39 to 77 months (M = 62.55, SD = 8.53). Teachers reported on teacher-child relationship quality and children's learning behaviors. We assessed children's self-regulation via structured performance-based tasks. Results Regression results using SAS PROC MIXED showed: first, the combination of high teacher-child closeness and hot self-regulation was related to higher levels of learning behaviors. Second, teacher closeness was positively, and teacher conflict was negatively associated with children's learning behaviors. Third, cool and hot aspects of self-regulation were related to children's learning behaviors; this was true only for cool aspects of self-regulation in multivariate analyses. Conclusions Children's self-regulation (hot and cool aspects) and the qualities of teacher-child relationships appear to be important for their approaches to learning. Findings from the current study provide additional support for individual-context interaction for child outcomes in the Turkish preschool educational context.