Publication: Pathways to low-income children’s self-regulation: Child temperament and the qualities of teacher–child relationships
dc.contributor.author | Acar, İbrahim Hakkı | |
dc.contributor.author | Torquati, J. C. | |
dc.contributor.author | Raikes, H. | |
dc.contributor.author | Rudasill, K. M. | |
dc.contributor.department | Psychology | |
dc.contributor.ozuauthor | ACAR, Ibrahim Hakkı | |
dc.date.accessioned | 2021-02-18T08:07:27Z | |
dc.date.available | 2021-02-18T08:07:27Z | |
dc.date.issued | 2020-11 | |
dc.description.abstract | Research 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. | en_US |
dc.description.sponsorship | Buffett Early Childhood Fund (Educare Omaha) ; College of Education and Human Sciences, University of Nebraska (Educare Lincoln) ; University of Nebraska | |
dc.identifier.doi | 10.1080/10409289.2020.1830465 | en_US |
dc.identifier.endpage | 1121 | |
dc.identifier.issn | 1040-9289 | en_US |
dc.identifier.issue | 8 | |
dc.identifier.scopus | 2-s2.0-85095764505 | |
dc.identifier.startpage | 1103 | |
dc.identifier.uri | http://hdl.handle.net/10679/7325 | |
dc.identifier.uri | https://doi.org/10.1080/10409289.2020.1830465 | |
dc.identifier.volume | 32 | |
dc.identifier.wos | 000584207500001 | |
dc.language.iso | eng | en_US |
dc.peerreviewed | yes | en_US |
dc.publicationstatus | Published | en_US |
dc.publisher | Taylor & Francis | en_US |
dc.relation.ispartof | Early Education and Development | |
dc.relation.publicationcategory | International Refereed Journal | |
dc.rights | info:eu-repo/semantics/restrictedAccess | |
dc.title | Pathways to low-income children’s self-regulation: Child temperament and the qualities of teacher–child relationships | en_US |
dc.type | Article | en_US |
dspace.entity.type | Publication | |
relation.isOrgUnitOfPublication | eb613b06-2aad-4fc0-baba-a9a816d9132e | |
relation.isOrgUnitOfPublication.latestForDiscovery | eb613b06-2aad-4fc0-baba-a9a816d9132e |
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