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dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorTorquati, J. C.
dc.contributor.authorRaikes, H.
dc.contributor.authorRudasill, K. M.
dc.date.accessioned2021-02-18T08:07:27Z
dc.date.available2021-02-18T08:07:27Z
dc.date.issued2020-11
dc.identifier.issn1040-9289en_US
dc.identifier.urihttp://hdl.handle.net/10679/7325
dc.identifier.urihttps://www.tandfonline.com/doi/abs/10.1080/10409289.2020.1830465
dc.description.abstractResearch 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.sponsorshipBuffett Early Childhood Fund (Educare Omaha) ; College of Education and Human Sciences, University of Nebraska (Educare Lincoln) ; University of Nebraska
dc.language.isoengen_US
dc.publisherTaylor & Francisen_US
dc.relation.ispartofEarly Education and Development
dc.rightsrestrictedAccess
dc.titlePathways to low-income children’s self-regulation: Child temperament and the qualities of teacher–child relationshipsen_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.volume32
dc.identifier.issue8
dc.identifier.startpage1103
dc.identifier.endpage1121
dc.identifier.wosWOS:000584207500001
dc.identifier.doi10.1080/10409289.2020.1830465en_US
dc.identifier.scopusSCOPUS:2-s2.0-85095764505
dc.contributor.authorMale1
dc.relation.publicationcategoryArticle - International Refereed Journal - Institutional Academic Staff


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