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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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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 Hakkı
The 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.
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Association between performance-based and ratings of Turkish children’s executive function
(Springer, 2021-09) Hamamcı, B.; Acar, İbrahim Hakkı; Uyanık, G.; Psychology; ACAR, Ibrahim Hakkı
This study is an examination of similarities and discrepancies between performance-based measures and ratings (parents and teachers) of executive function in children. Data were collected from 200 Turkish children (103 boys) and, their parents and teachers. Children’s ages ranged from 36 to 71 months (M = 54.01, SD = 9.65). Parents and teachers reported on children’s executive function using the Children's Behavior Questionnaire and Children’s Executive Functioning Inventory. We used eight structured tasks of The Executive Function Touch to assess children’s performance-based executive function. Primarily, based on confirmatory factor analysis, the unidimensional structure of the EF Touch was confirmed with Turkish children. Poor agreement between performance-based and ratings (parents and teachers) was found. In addition, there were also discrepancies between parents and teachers in their ratings of children’s executive function. These observed discrepancies highlight the importance of multi-informant measures of children’s executive function for comprehensive understanding.
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Associations among adolescents’ mindfulness, sympathy, cognitive empathy, and sibling relationships
(Sage, 2024-02) Barata, Özge; Acar, İbrahim Hakkı; Bostancı, S.; Psychology; ACAR, Ibrahim Hakkı; Barata, Özge
In the current study, we examined the direct and indirect paths from mindfulness to adolescents’ sibling relationships through their cognitive empathy and sympathy. The sample consisted of 220 adolescents (50.9 % female) between age of 13 and 17 years (M = 15.86, SD = 0.91). Participants reported their mindfulness (acceptance and awareness), cognitive empathy and sympathy, and sibling relationships. The parallel mediation model revealed that mindful awareness and acceptance predicted kindness, involvement, and empathy within sibling relationships through sympathy. In addition, there was a significant indirect effect of mindful awareness to empathy in sibling relationships through cognitive empathy. Findings provided information regarding the importance of indirect contributions of mindfulness to sibling relationships through cognitive empathy and sympathy.
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Can you see me at my worst? A latent Profile analysis of students and teachers’ perceptions of student behavior problems
(Springer, 2023-11) Acar, İbrahim Hakkı; Altundal, Merve Nur; Kırbaşoğlu, Mukaddes Kevser; Kırmızıtaş, Melike; Psychology; ACAR, Ibrahim Hakkı; Altundal, Merve Nur; Kırbaşoğlu, Mukaddes Kevser; Kırmızıtaş, Melike
There is renewed interest in multi-informant and person-centered approaches to comprehending the nature of students’ behavior problems. However, most previous studies utilized single-informant or variable-based approaches. To address this gap, we aspired to identify profiles of student behavior problems, consequently comparing student-reported profiles and teacher-reported profiles. We recruited 904 students (68.3% Males) across ten schools. Students’ age ranged from 9 to 16 years (M = 11.87, SD = 1.21). Teachers and students reported students’ emotional problems, conduct problems, hyperactivity, and peer problems using the Strengths and Difficulties Questionnaire (SDQ; Goodman 2001). Results from latent profile analysis (LPA) supported a 3-profile solution as optimal for student reports (Low Behavior Problem [BP] (67.4%), High BP (17.4%), and Social-Emotional BP (15.1%) and a 4-profile solution for teacher reports (Low BP (34.3%), High BP (13.4%)Social-Emotional BP (15.4%), and Externalizing BP (37%). Results from both LPA and bivariate correlation analyses showed some discrepancies between teachers’ and students’ perceptions. These discrepancies are discussed in the context of a multi-informant approach.
Open Access
Children’s learning behaviors: psychometric properties of the preschool learning behavior scale in turkey
(Asos Eğitim Bilişim Danışmanlık, 2018-09) Çelik, M. V.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim Hakkı
The purpose of the current study was to adapt the Preschool Learning Behaviors Scale (PLBS), which was developed by McDermott, Leigh, and Perry (2002) to Turkish and examine reliability and validation. The PLBS is a 29-item scale that is designed to assess the learning- related behaviors of preschool children on three subscales: Competence/Motivation, Attention/Persistence, and Attitude Toward Learning. A total of 140 preschool children (59 girls, 81 boys) and their teachers were recruited in Istanbul for the current study. Children’s age ranged from 39 to 77 months (M= 62.56, SD= 8.52). Firstly, the PLBS was adapted to Turkish language and culture. The validity of the scale was measured by Confirmatory Factor Analysis and the difference between the Upper %27 and Lower %27 groups was tested. The internal reliability of the scale was calculated by Cronbach's alpha and McDonald’s Omega method. The results of the Confirmatory Factor Analyses showed that the scale has a three-factor structure as in the original version. The CFA model for the PLBS confirmed that there is a 3-factor model (χ 2 = 699.443 (p < .001), CFI= 0.95, RMSEA= .07 (.07 to .09 at 90% CI), and WRMR = 1.20. Cronbach alpha and McDonald’s Omega for internal consistency showed the measure was reliable. The analyses showed that the PLBS is a valid, reliable tool for Turkish children.
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The contributions of children’s social competence, aggression, and anxiety to their play behaviours with peers
(Taylor & Francis, 2021) Asik-Ozturk, M.; Ahmetoglu, E.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim Hakkı
The purpose of this study was to investigate the contributions of children's social competence, aggression, and anxiety to their play behaviours with peers. A total of 149 preschoolers aged 36-73 months (M = 54.6 months, SD = 0.99; 50.3% girls) and their 46 teachers in Turkey recruited for the current study. Teachers reported on children's social competence, aggression, and anxiety. Children's peer relations during play were observed. Results from the regression models showed that children's social competence positively and anxiety negatively were associated with children's peer interactions during play. Children's gender was negatively associated with their play behaviours, indicating girls had higher levels of positive interactions with peers than boys did. Limitations and future directions of the current study are discussed.
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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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Cultural contributors to negative emotionality: A multilevel analysis from the Joint Effort Toddler Temperament Consortium
(Sage, 2021-11) Desmarais, E. E.; French, B. F.; Ahmetoglu, E.; Acar, İbrahim Hakkı; Gonzalez-Salinas, C.; Kozlova, E.; Slobodskaya, H.; Benga, O.; Majdandžić, M.; Beijers, R.; de Weerth, C.; Huitron, B.; Lee, E. G.; Han, S. Y.; Park, S. Y.; Giusti, L.; Montirosso, R.; Tuovinen, S.; Heinonen, K.; Raikkonen, K.; Wang, Z. Y.; Lecannelier, F.; Linhares, M. B. M.; Casalin, S.; Putnam, S. P.; Gartstein, M. A.; Psychology; ACAR, Ibrahim Hakkı
This study advances the cross-cultural temperament literature by comparing temperament ratings of toddlers from 14 nations. Multilevel modeling (MLM) procedures were utilized to regress negative emotionality (NE) and component subscales on Hofstede’s cultural value dimensions while controlling for age and gender. More individualistic values were associated with lower NE, and component discomfort, fear, motor activity, perceptual sensitivity, and soothability scales. The discomfort subscale was negatively associated with power distance and positively associated with masculine cultural values. Higher ratings of shyness were related to a more long-term cultural orientation. Results illustrate the feasibility of an MLM approach to cross-cultural research and provide a new perspective on the intersection of culture and temperament development. Limitations and future implications are discussed.
Open Access
Culture in physical activity: The contribution of basic psychological needs and goal orientation
(MDPI, 2022-12) Gürleyik, Duygu Karataş; Şen, Celia Katrine Naivar; Etnier, J. L.; Acar, İbrahim Hakkı; Psychology; GÜRLEYİK, Duygu; ŞEN, Celia Katrine Naivar; ACAR, Ibrahim Hakkı
Numerous variables affect motivation in physical activity (PA) with culture being an understudied variable. Self-determination theory’s basic psychological needs (BPN) includes a combination of autonomy, competence, and relatedness in PA; however, cultural definitions pit autonomy and relatedness against each other. Thus, this study aims to investigate the moderating role of culture on relationships between BPN, goal orientations (ego, task) for PA, and PA behavior. A survey was implemented to 168 participants (109 females, 59 males; 92 Turks, 76 Americans) investigating students’ self-construal type, their basic psychological needs in exercise (BPNES), PA levels (Godin Leisure-Time Exercise Questionnaire/GLTEQ), and goal orientation types (Task and Ego Orientation in Sport Questionnaire/TEOSQ). Turks (n = 92) and Americans (n = 76) demonstrated distinct cultural differences in terms of the study variables. American students were more autonomous, task-oriented, and physically active than Turkish students. Results from the multi-group path analysis showed that there was a moderating role of culture between predictors (i.e., BPN Autonomy, BPN Relatedness, BPN Competence, Ego Orientation, and Task Orientation) and Physical Activity. Such that, the paths from predictors (i.e., BPNT Autonomy, BPNT Relatedness, BPNT Competence, Ego Orientation, and Task Orientation) to PA was not significant in Turkish cultural context. Results suggest that culturally tailored approaches to PA interventions are critical in supporting motivation for physical activity and further research is needed to explore different culturally relevant motivational drivers for PA among adults.
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The development of social competence in children with disabilities
(Wiley, 2022-03-18) Hong, S. Y.; Steed, E. A.; Meyer, L. E.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim Hakkı
Children with disabilities experience unique challenges in developing social skills critical to achieve their social goals. In this chapter, the authors first introduce two theoretical frameworks that can guide research and practice relevant to social competence of children with disabilities. Second, they discuss personal and contextual factors that either facilitate or hinder social development of children with disabilities in everyday interactions. Third, the authors address cultural understandings of disability that influence children's socialization within family and community contexts. In addition to personal and developmental characteristics, various contextual factors influence how children with disabilities develop social competence. Discussion focuses on how external experiences and supports impact the development of social competence in children with disabilities. Three external factors are described: intervention programs, family-school partnerships, and technology supports. Finally, the authors conclude with the implications of using social intervention approaches for children with disabilities in home, school, and community-based contexts.
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Direct and indirect contributions of child difficult temperament and power assertive parental discipline to Turkish children’s behaviour problems
(Taylor & Francis, 2021) Acar, İbrahim Hakkı; Ahmetoğlu, E.; Özer, İrem Buselay; Yağlı, Şevval Nur; Psychology; ACAR, Ibrahim Hakkı; Özer, İrem Buselay; Yağlı, Şevval Nur
The purpose of the current study was to examine power assertive parental discipline and child difficult temperament as predictors of children’s behaviour problems (internalizing, externalizing, and total behaviour problems) as well as mediating role of difficult temperament between power assertive parental discipline and children’s behaviour problems. Participants were 118 children (53 boys) and their parents for the current study. Children’s age ranged from 16 months to 36 months (M = 27.91, SD = 5.67). Mothers reported on their power assertive parental discipline, child temperament, and behaviour problems of children. Results from regression analysis showed that: (1) there was a positive association between parents’ power assertive discipline and child behaviour problems. (2) Child difficult temperament was positively associated with children’s internalizing, externalizing and total behaviour problems. (3) Children’s difficult temperament mediated the association between power assertive discipline and child behaviour problems. Limitations and future directions of the current study are discussed.
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Early childhood education during the COVID-19 outbreak: The perceived changing roles of preschool administrators, Teachers, and Parents
(Springer, 2023-04) Yıldız, S.; Kılıç, G. N.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim Hakkı
Stakeholders (teachers, preschool administrators, and parents) in early childhood education have struggled due to the COVID-19 outbreak. The present study explores the experiences and perceptions reflecting the perceived changes in the roles of stakeholders in early childhood education as a result of the COVID-19 pandemic in Turkey. A criterion sample of two administrators, nine teachers, and seven parents in early childhood education institutions was interviewed. We used Moustakas's (Phenomenological research methods, Sage, Thousand Oaks, 1994) phenomenological method to collect, analyze, and validate the data. The main themes showed that: (1) Stakeholders have experienced substantial challenges in online education; (2) The online delivery of instructional content has changed the administrators' financing and instructional leadership role; (3) Teachers have acquired new roles in some areas such as communication, content development, and technology use. In addition, the mentoring roles and social responsibilities of administrators and teachers have increased due to the COVID-19 pandemic; and (4) Supporting roles towards their children have been proliferated and diversified. Overall, findings from the present study provided insights into the stakeholders' perceived accumulated and altered roles in early childhood education because of the COVID-19 outbreak.
Open Access
Early teacher–child relationships promote self-regulation development in prekindergarten
(MDPI, 2022-07) Rudasill, K. M.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim Hakkı
Children’s experiences during the prekindergarten period are critical for shaping their emerging self-regulation skills. The purpose of this study was to examine the contribution of teacher–child relationship quality to children’s performance on a self-regulation task at the end of prekindergarten. Teachers rated the conflict, closeness, and dependency in their relationships with 104 children in the fall of prekindergarten, and children’s self-regulation was independently measured with a visual attention task in the spring of prekindergarten. In addition, teachers and parents rated children’s temperamental self-regulation (i.e., effortful control). Results indicate that greater teacher–child dependency predicted children’s longer time on the visual attention task, and greater teacher–child closeness predicted children’s lower accuracy on the visual attention task. In addition, children who were rated as more self-regulated by parents were more accurate on the visual attention task. The implications of the results are discussed.
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Evaluating psychometric properties of the Coparenting inventory with Turkish mothers and fathers of preschool children
(Springer, 2022-11) Acar, İbrahim Hakkı; Ece, Cansu; Saral, Bengi; Gürmen, Münevver Selenga; Psychology; ACAR, Ibrahim Hakkı; ACAR, Münevver Selenga Gürmen; Ece, Cansu; Saral, Bengi
The qualities of coparenting is important for children's development. Mothers and fathers may differently perceive their coparenting behaviors. In the present study, we investigated the psychometric properties of the Coparenting Inventory with Turkish mothers and fathers. The sample of the current study was 1566 parents of preschool-aged children (1249 mothers and 317 fathers). Confirmatory factor and measurement invariance analyses were used to test the structure of the inventory for both mothers and fathers. Additionally, we used marital satisfaction with subsample to test the criterion validity. The results confirmed the triad structure of the inventory: cooperation, conflict, and triangulation. Measurement invariances of the subscales were partially supported. All subscales were significantly associated with marital satisfaction for both mothers and fathers within the same family (n = 249), indicating the criterion validity of the measure. Overall results suggest that the researchers and practitioners may use this measure to reliably assess coparenting qualities of parents of preschool-aged children.
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Examining the associations between children's receptive language skills and developmental domains in the United States and Turkey
(Cambridge University Press, 2019-05) Guler Yildiz, T.; Gonen, M.; Ulker Erdem, A.; Garcia, A.; Raikes, H.; Acar, İbrahim Hakkı; Burcak, F.; Turan, F.; Can Gul, S.; Davis, D.; Psychology; ACAR, Ibrahim Hakkı
This study examined the relations between receptive language development and other developmental domains of preschoolers from low-income families, through an inter-cultural perspective involving the United States and Turkey. A total of 471 children and their caregivers participated in Turkey, while 287 participated in the United States. Children's development was assessed using the Ages and Stages Questionnaire for both samples. Different versions of the Peabody Picture Vocabulary Test were used for Turkish and US samples, to measure receptive language development. Results revealed similar patterns, with some differences, between the two countries. Receptive language predicted only communication and personal-social scales in the Turkish sample, while the US children's receptive language skills were associated with communication, problem solving, personal-social, and fine and gross motor development scales. These results were discussed in the context of each country, and the comparative conclusions contribute to the extant literature by illustrating the importance of language for three domains.
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Examining the associations between performance based and ratings of focused attention in toddlers: Are we measuring the same constructs?
(Wiley, 2019-01) Acar, İbrahim Hakkı; Frohn, S.; Prokasky, A.; Molfese, V. J.; Bates, J. E.; Psychology; ACAR, Ibrahim Hakkı
The study examines the concurrent and longitudinal associations between ratings-based measures (parents, secondary caregivers, and observers) and performance-based measures of focused attention in toddlers aged 30 (n = 147), 36 (n = 127), and 42 months (n = 107). Parents and secondary caregivers rated focused attention behaviours using the Children's Behaviour Questionnaire and observers rated toddlers' focused attention during a series of laboratory tasks using the Leiter-R Examiner Rating Scale. Toddlers' behaviours on three structured tasks (Token Sort, Toy Play, and Lock Box) were used to assess their performance-based focused attention in a laboratory setting. Correlations show that parent ratings are not related to observer and teacher ratings or to the performance-based measures at all ages tested. Second, based on confirmatory factor analyses, a single factor explains the common variance between indicators when the parent ratings are not included in the models. The single factor shows measurement invariance between ages 36 and 42 months based on factor structure, relations of indicators to the factor, and factor scale over time. Third, indicators of focused attention at age 30 months do not seem to measure a common, coherent factor. Interpretations of similarities and differences between ratings and performance-based indicators of focused attention and the presence of a focused attention construct are discussed.
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Examining the contributions of parents’ daily hassles and parenting approaches to children’s behavior problems during the COVID-19 pandemic
(MDPI, 2023-02) Acar, İbrahim Hakkı; Sezer, Şevval Nur; Uçulaş, İlayda; Ünsal, F. Ö.; Psychology; ACAR, Ibrahim Hakkı; Sezer, Şevval Nur; Uçulaş, İlayda
The present study was designed to examine the direct and indirect contributions of parenting daily hassles and approaches to children’s externalizing and internalizing behavior problems during the COVID-19 pandemic. The sample for this study was 338 preschool children (53.6% girls, Mage = 56.33 months, SD = 15.14) and their parents in Turkey. Parents reported their daily hassles, parenting approaches, and children’s behavior problems. Findings from the structural equation model showed that higher levels of parenting daily hassles predicted higher levels of externalizing and internalizing behavior problems. In addition, we found an indirect effect of daily hassles on children’s internalizing behaviors via positive parenting. Further, there was an indirect path from parenting daily hassles to children’s externalizing behaviors through the negative parenting approach. Results are discussed in the context of the COVID-19 pandemic.
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Examining the dyadic association between marital satisfaction and coparenting of parents with young children
(Springer, 2024-01) Ece, Cansu; Gürmen, Münevver Selenga; Acar, İbrahim Hakkı; Buyukcan-Tetik, A.; Psychology; ACAR, Münevver Selenga Gürmen; ACAR, Ibrahim Hakkı; Ece, Cansu
Healthy coparenting and marital satisfaction are two main components of within-family functioning, providing the basis for healthy child development. In the current study, we investigated the link between marital satisfaction and coparenting from a dyadic perspective in Turkish families with young children. The sample is composed of 249 married coparent dyads (249 mothers and 249 fathers) with at least one child between the ages of three and seven (M = 56.96 months, SD = 15.16). Couples reported their coparenting and marital relationship satisfaction levels. Three separate Actor-Partner Interdependence Models tested the association between marital satisfaction and coparenting dimensions (cooperation, conflict, and triangulation). Results revealed that marital satisfaction was positively associated with coparenting cooperation and negatively associated with coparenting conflict and triangulation for both parents (actor effect). In addition, fathers’ marital satisfaction was positively associated with mothers’ coparenting cooperation and negatively associated with mothers’ coparenting triangulation (partner effect). These findings suggest that marital satisfaction has both within-person and between-partner links with coparenting, albeit the between-partner effect is pronounced only from fathers toward mothers.
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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 Hakkı
The 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.

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