Preschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationship

Name: Preschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationship
Author: Acar, İbrahim Hakkı, Veziroglu-Celik, M., Rudasill, K. M., Sealy, M. A.

İsim	Preschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationship
Yazar	Acar, İbrahim Hakkı, Veziroglu-Celik, M., Rudasill, K. M., Sealy, M. A.
Basım Tarihi:	2022-02
Basım Yeri	- Springer
Konu	Self-regulation, Teacher–child relationship, Preschool children, Learning behaviors
Tür	Süreli Yayın
Dil	İngilizce
Dijital	Evet
Yazma	Hayır
Kütüphane:	Özyeğin Üniversitesi
Demirbaş Numarası	1053-1890
Kayıt Numarası	0acb75af-d1c3-4b73-98b1-da918bb37417
Lokasyon	Psychology
Tarih	2022-02
Örnek Metin	Background 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.
DOI	10.1007/s10566-021-09615-3
Cilt	51

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Özyeğin Üniversitesi

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Preschool children’s self-regulation and learning behaviors: The moderating role of teacher–child relationship

Yazar Acar, İbrahim Hakkı, Veziroglu-Celik, M., Rudasill, K. M., Sealy, M. A.

Basım Tarihi 2022-02

Basım Yeri - Springer

Konu Self-regulation, Teacher–child relationship, Preschool children, Learning behaviors

Tür Süreli Yayın

Dil İngilizce

Dijital Evet

Yazma Hayır

Kütüphane Özyeğin Üniversitesi

Demirbaş Numarası 1053-1890

Kayıt Numarası 0acb75af-d1c3-4b73-98b1-da918bb37417

Lokasyon Psychology

Tarih 2022-02

Örnek Metin Background 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.

DOI 10.1007/s10566-021-09615-3

Cilt 51