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dc.contributor.authorAcar, İbrahim Hakkı
dc.contributor.authorVeziroglu-Celik, M.
dc.contributor.authorRudasill, K. M.
dc.contributor.authorSealy, M. A.
dc.date.accessioned2022-12-20T11:28:52Z
dc.date.available2022-12-20T11:28:52Z
dc.date.issued2022-02
dc.identifier.issn1053-1890en_US
dc.identifier.urihttp://hdl.handle.net/10679/7998
dc.identifier.urihttps://link.springer.com/article/10.1007/s10566-021-09615-3
dc.description.abstractBackground 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.en_US
dc.language.isoengen_US
dc.publisherSpringeren_US
dc.relation.ispartofChild and Youth Care Forum
dc.rightsrestrictedAccess
dc.titlePreschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationshipen_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.volume51en_US
dc.identifier.issue1en_US
dc.identifier.startpage1en_US
dc.identifier.endpage18en_US
dc.identifier.wosWOS:000640864900001
dc.identifier.doi10.1007/s10566-021-09615-3en_US
dc.subject.keywordsSelf-regulationen_US
dc.subject.keywordsTeacher–child relationshipen_US
dc.subject.keywordsPreschool childrenen_US
dc.subject.keywordsLearning behaviorsen_US
dc.identifier.scopusSCOPUS:2-s2.0-85104841826
dc.relation.publicationcategoryArticle - International Refereed Journal - Institutional Academic Staff


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