Back to Search

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

Title	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.
Publication Date:	2022-02
Publication Place	- Springer
Subject	Self-regulation, Teacher–child relationship, Preschool children, Learning behaviors
Type	Periodical
Language	English
Digital	Yes
Manuscript	No
Library:	Özyeğin University
Library Asset ID	1053-1890
Record ID	0acb75af-d1c3-4b73-98b1-da918bb37417
Library Location	Psychology
Date	2022-02
Sample Text	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

View in source Özyeğin University Özyeğin University - Historical works, archives, and periodicals search engine

Özyeğin University

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.

Publication Date 2022-02

Publication Place - Springer

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

Type Periodical

Language English

Digital Yes

Manuscript No

Library Özyeğin University

Library Asset ID 1053-1890

Record ID 0acb75af-d1c3-4b73-98b1-da918bb37417

Library Location Psychology

Date 2022-02

Sample Text 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