Parenting styles and Turkish children’s emotion regulation: The mediating role of parent-teacher relationships

Name: Parenting styles and Turkish children’s emotion regulation: The mediating role of parent-teacher relationships
Author: Acar, İbrahim Hakkı, Veziroğlu-Çelik, M., Çelebi, Şevval, İngeç, Duygu, Kuzgun, Sena

İsim	Parenting styles and Turkish children’s emotion regulation: The mediating role of parent-teacher relationships
Yazar	Acar, İbrahim Hakkı, Veziroğlu-Çelik, M., Çelebi, Şevval, İngeç, Duygu, Kuzgun, Sena
Basım Tarihi:	2021-09
Basım Yeri	- Springer
Konu	Emotion regulation, Inductive reasoning, Parent-teacher relationship, Punishment, Turkish children
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1046-1310
Kayıt Numarası	026de090-5b22-45f2-a572-939b9b08c226
Lokasyon	Psychology
Tarih	2021-09
Örnek Metin	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

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Parenting styles and Turkish children’s emotion regulation: The mediating role of parent-teacher relationships

Yazar Acar, İbrahim Hakkı, Veziroğlu-Çelik, M., Çelebi, Şevval, İngeç, Duygu, Kuzgun, Sena

Basım Tarihi 2021-09

Basım Yeri - Springer

Konu Emotion regulation, Inductive reasoning, Parent-teacher relationship, Punishment, Turkish children

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1046-1310

Kayıt Numarası 026de090-5b22-45f2-a572-939b9b08c226

Lokasyon Psychology

Tarih 2021-09

Örnek Metin 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