Examining the roles of parent-child and teacher-child relationships on behavior regulation of children at risk

Name: Examining the roles of parent-child and teacher-child relationships on behavior regulation of children at risk
Author: Acar, İbrahim Hakkı, Torquati, J. C., Garcia, A., Ren, L.

İsim	Examining the roles of parent-child and teacher-child relationships on behavior regulation of children at risk
Yazar	Acar, İbrahim Hakkı, Torquati, J. C., Garcia, A., Ren, L.
Basım Tarihi:	2018-04
Basım Yeri	- Wayne State University Press
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	0272-930X
Kayıt Numarası	71723ce1-814c-4590-93b4-a761acc531ec
Lokasyon	Psychology
Tarih	2018-04
Notlar	Buffett Early Childhood Fund (Educare Omaha) ; College of Education and Human Sciences, University of Nebraska (Educare Lincoln) ; University of Nebraska
Örnek Metin	The current study examined the effects of parent-child and teacher-child relationships on behavior regulation of children at risk. In particular, the amplifying or attenuating effect of one context (i.e., teacher-child relationships) for another context (i.e., parent-child relationship) on children's behavior regulation was examined. Participants were 291 children (159 boys) ages 37-70 months (M = 53.88 months, SD = 6.44 months) from three different preschools serving low-income children in two Midwestern cities. Parents and teachers reported on their relationships with children during fall. Behavior regulation was assessed via structured tasks during spring and summer. After controlling for demographic variables, results showed that parent-child closeness and teacher-child conflict were related to children's behavior regulation. Interaction models showed that when children experienced a combination of low parent-child closeness and high teacher-child conflict, they had lower levels of behavior regulation. Findings highlight the importance of parent-child and teacher-child relationships, both independently and together, for low-income children's behavior regulation.
DOI	10.13110/merrpalmquar1982.64.2.0248
Cilt	64

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Examining the roles of parent-child and teacher-child relationships on behavior regulation of children at risk

Yazar Acar, İbrahim Hakkı, Torquati, J. C., Garcia, A., Ren, L.

Basım Tarihi 2018-04

Basım Yeri - Wayne State University Press

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 0272-930X

Kayıt Numarası 71723ce1-814c-4590-93b4-a761acc531ec

Lokasyon Psychology

Tarih 2018-04

Notlar Buffett Early Childhood Fund (Educare Omaha) ; College of Education and Human Sciences, University of Nebraska (Educare Lincoln) ; University of Nebraska

Örnek Metin The current study examined the effects of parent-child and teacher-child relationships on behavior regulation of children at risk. In particular, the amplifying or attenuating effect of one context (i.e., teacher-child relationships) for another context (i.e., parent-child relationship) on children's behavior regulation was examined. Participants were 291 children (159 boys) ages 37-70 months (M = 53.88 months, SD = 6.44 months) from three different preschools serving low-income children in two Midwestern cities. Parents and teachers reported on their relationships with children during fall. Behavior regulation was assessed via structured tasks during spring and summer. After controlling for demographic variables, results showed that parent-child closeness and teacher-child conflict were related to children's behavior regulation. Interaction models showed that when children experienced a combination of low parent-child closeness and high teacher-child conflict, they had lower levels of behavior regulation. Findings highlight the importance of parent-child and teacher-child relationships, both independently and together, for low-income children's behavior regulation.

DOI 10.13110/merrpalmquar1982.64.2.0248

Cilt 64