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dc.contributor.authorRen, L.
dc.contributor.authorGarcia, A. S.
dc.contributor.authorEsteraich, J. M.
dc.contributor.authorEncinger, A.
dc.contributor.authorRaikes, H. H.
dc.contributor.authorAcar, İbrahim Hakkı
dc.date.accessioned2020-08-11T12:24:43Z
dc.date.available2020-08-11T12:24:43Z
dc.date.issued2019-04
dc.identifier.issn0896-3746en_US
dc.identifier.urihttp://hdl.handle.net/10679/6758
dc.identifier.urihttps://journals.lww.com/iycjournal/Abstract/2019/04000/Parent_Child_Relationships_and_Preschoolers_.5.aspx
dc.description.abstractThe demographic composition in the United States has undergone shifts due to increasing immigration. This may change the way we think about families and children in the United States, and it is important to include immigrant families in parenting research. This study examined the relations between parent-child relationships and preschool-aged children's social-emotional functioning in the context of low-income families in the United States. We also explored how the relations between the two were moderated by parental nativity, specifically focusing on parents born in the United States and those who were born in Mexico and emigrated to the United States. The sample included 199 preschool children enrolled in Educare/Head Start programs and their parents, with 134 of the parents born in the United States and 65 born in Mexico. Parents reported parent-child closeness and conflict. Teachers reported children's social-emotional strengths and behavioral concerns. Assessors evaluated children's executive function and behavior regulation using structured tasks. The results showed that more parent-child conflict was related to more behavioral concerns and lower levels of executive function among children with U.S.-born parents but not among those with Mexico-born parents. The study suggests that the role of parenting in child social-emotional functioning may vary depending on cultural backgrounds among low-income families.en_US
dc.description.sponsorshipCollege of Education and Human Sciences at the University of Nebraska-Lincoln ; Buffett Early Childhood Fund ; Humanities and Social Sciences Research Project of Ministry of Education ; Fundamental Research Funds for the Central Universities
dc.language.isoengen_US
dc.publisherWolters Kluweren_US
dc.relation.ispartofInfants and Young Children
dc.rightsrestrictedAccess
dc.titleParent–child relationships and preschoolers' social-emotional functioning among low-income families: the moderating role of parental nativityen_US
dc.typeArticleen_US
dc.peerreviewedyesen_US
dc.publicationstatusPublisheden_US
dc.contributor.departmentÖzyeğin University
dc.contributor.authorID(ORCID 0000-0003-4007-5691 & YÖK ID 267848) Acar, İbrahim
dc.contributor.ozuauthorAcar, İbrahim Hakkı
dc.identifier.volume32en_US
dc.identifier.issue2en_US
dc.identifier.startpage123en_US
dc.identifier.endpage138en_US
dc.identifier.wosWOS:000460639600004
dc.identifier.doi10.1097/IYC.0000000000000138en_US
dc.subject.keywordsLow-income familiesen_US
dc.subject.keywordsParental nativityen_US
dc.subject.keywordsParent-child relationshipen_US
dc.subject.keywordsSocial-emotional developmenten_US
dc.identifier.scopusSCOPUS:2-s2.0-85062683936
dc.contributor.authorMale1
dc.relation.publicationcategoryArticle - International Refereed Journal - Institution Academic Staff


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