TY - JOUR
T1 - Examining the roles of parent-child and teacher-child relationships on behavior regulation of children at risk
AU - Acar, Ibrahim H.
AU - Torquati, Julia C.
AU - Garcia, Aileen
AU - Ren, Lixin
N1 - Funding Information:
Ibrahim H. Acar, Department of Psychology; Julia C. Torquati and Aileen Garcia, Department of Child, Youth and Family Studies; and Lixin Ren, Department of Preschool Education Ibrahim H. Acar is now at the Department of Psychology, Faculty of Social Sciences, Ozyegin University, Cekmekoy Kampusu, Istanbul, Turkey The findings reported here were from the Educare Implementation Study, funded by the Buffett Early Childhood Fund (Educare Omaha) and the College of Education and Human Sciences, University of Nebraska (Educare Lincoln), supplemented with data from a study, supported by the University of Nebraska, of children’s self-regulation. The authors thank Educare Lincoln and Omaha schools, as well as the Munroe Meyer Institute, University of Nebraska Medical Center, for assistance in data collection.
Publisher Copyright:
© 2018 by Wayne State University Press.
PY - 2018/4
Y1 - 2018/4
N2 - 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.
AB - 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.
UR - http://www.scopus.com/inward/record.url?scp=85066786152&partnerID=8YFLogxK
U2 - 10.13110/merrpalmquar1982.64.2.0248
DO - 10.13110/merrpalmquar1982.64.2.0248
M3 - Article
AN - SCOPUS:85066786152
SN - 0272-930X
VL - 64
SP - 248
EP - 274
JO - Merrill-Palmer Quarterly
JF - Merrill-Palmer Quarterly
IS - 2
ER -