Author
Acar, İbrahim Hakkı, Veziroğlu-Çelik, M., Çelebi, Şevval, İngeç, Duygu, Kuzgun, Sena
Publication Date
2021-09
Publication Place
-
Springer
Subject
Emotion regulation, Inductive reasoning, Parent-teacher relationship, Punishment, Turkish children
Type
Periodical
Language
English
Digital
Yes
Manuscript
No
Library
Özyeğin University
Library Asset ID
1046-1310
Record ID
026de090-5b22-45f2-a572-939b9b08c226
Library Location
Psychology
Date
2021-09
Sample Text
The 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.
DOI
10.1007/s12144-019-00390-y
Cilt
40
