Person: ACAR, Ibrahim Hakkı
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Ibrahim Hakkı
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ACAR
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ArticlePublication 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 HakkıNumerous 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.
ArticlePublication Metadata only Supporting preschool children’s executive functions: Evidence from a group-based play intervention(Springer, 2023-12) Arslan Çiftçi, H.; Uyanık, G.; Acar, İbrahim Hakkı; Psychology; ACAR, Ibrahim HakkıThe current study endeavors to assess the impact of the Preschool Executive Functions Intervention Program (PEFIP) on children's executive functions. A quasi-experimental design was employed, encompassing both pre-test and post-test assessments within a control group, complemented by follow-up evaluations over a 5-week period. The sample comprises 76 children ranging in age from 54 to 72 months, with 42 in the experimental group and 34 in the control group. Teachers provided assessments of the children's executive functions through the Childhood Executive Functions Inventory, while independent researchers employed the Head–Toes–Knees–Shoulders task to evaluate the executive functions of the children. The play-based PEFIP sessions were administered to the experimental group children twice a week for a duration of 10 weeks. Results from the two-way repeated measures analysis of variance (ANOVA) indicated that children in the experimental group exhibited higher levels of teacher-reported working memory, inhibitory control, and performance-based executive function compared to their counterparts in the control group. Furthermore, this improvement in the children persisted in the follow-up assessment conducted 5 weeks after the program's completion. These outcomes underscore the efficacy of play-based interventions in bolstering children's executive functions.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.ArticlePublication Metadata only 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 HakkıThis 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.ArticlePublication Metadata only 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 HakkıBackground 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.ArticlePublication Metadata only 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 HakkıThe 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.ArticlePublication 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 HakkıThe 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.ArticlePublication Metadata only A two-generation study: The transmission of attachment and young adults’ depression, anxiety, and social media addiction(Elsevier, 2022-01) Arıkan, Gizem; Acar, İbrahim Hakkı; Ustundag-Budak, A. M.; Psychology; ARIKAN, Gizem; ACAR, Ibrahim HakkıSocial media use is on the rise among young adults (YA) and evidence suggests a positive association between social media addiction (SMA) and the psychological symptoms of depression and anxiety globally. However, the contribution of attachment and its transgenerational influence on YAs’ SMA and psychological symptoms have not been widely explored. Thus, we examined how parental reports of attachment (anxiety and avoidance) can directly and through YAs’ attachment predict YAs’ SMA, depression and anxiety symptoms. A sample of 375 YAs (MAge = 21.22) and their parents completed the Emotions in Close Relationships-Revised Questionnaire (Fraley et al., 2000), and the Brief Symptom Inventory (Deragotis, 1992). The SMA Scale (Sahin, 2018) was responded to by only YAs. We tested the pattern of associations in a path model. Parental attachment anxiety predicted YAs’ attachment anxiety and only paternal attachment avoidance predicted YAs’ attachment avoidance. YAs’ attachment anxiety and avoidance predicted their depression and anxiety. However, YAs’ attachment anxiety uniquely predicted their SMA. Both parents’ attachment anxiety indirectly predicted the link between YAs’ attachment anxiety and depression, but only paternal attachment avoidance indirectly predicted the association between YAs’ attachment avoidance and depression. Furthermore, paternal attachment avoidance indirectly predicted the association between YAs’ attachment avoidance and anxiety symptoms. Maternal attachment anxiety indirectly predicted SMA via YAs’ attachment anxiety. While parental anxiety and paternal avoidance may impact YAs’ symptoms, YAs’ and maternal attachment anxiety can shape SMA. The findings about the differential role of attachment in YAs’ psychological symptoms and SMA can facilitate further research and interventions.ArticlePublication Metadata only 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, BengiThe 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.ArticlePublication Metadata only 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 HakkıThe 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.