Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior

Acar, İbrahim H.; Kutaka, Traci Shizu; Rudasill, Kathleen Moritz; Torquati, Julia C.; Coplan, Robert J.; Yıldız, Süleyman

doi:10.1007/s12144-018-9901-z

Cited by 17 publications

(17 citation statements)

References 75 publications

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“…There is mounting evidence of associations between the STR and markers of preschool and elementary students’ self-regulation, compliance, social competence, and problem behaviors (Acar et al, 2018; Crockett, Wasserman, Rudasill, Hoffman, & Kalutskaya, 2018; Hamre et al, 2013; Maldonado-Carreño & Votruba-Drzal, 2011; Portilla, Ballard, Adler, Boyce, & Obradović, 2014; Williford, Vick Whittaker, Vitiello, & Downer, 2013). In addition, decades of research supports the premise that STR-quality is related to students’ emotional and behavioral engagement and academic achievement (Baker, Grant, & Morlock, 2008; Hernández et al, 2016; Hughes, Wu, Kwok, Villarreal, & Johnson, 2012; Maldonado-Carreno & Votruba-Drzal, 2011; McCormick, O’Connor, Cappella, & McClowry, 2013).…”

Section: Teachers As Socializing Agentsmentioning

confidence: 99%

Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context.

Valiente¹,

Swanson²,

DeLay³

et al. 2020

Developmental Psychology

105

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The goal of this study was to apply aspects of the heuristic model advanced by Eisenberg, Cumberland, and Spinrad (1998) to the study of socialization that takes place in preschool and elementary school classrooms. Investigating socialization in this context is important given the number of hours students spend in school, the emotional nature of social interactions that take place involving teachers and students, and the emotions students often experience in the context of academic work. Guided by Eisenberg, Cumberland, et al.’s (1998) call to consider complex socialization pathways, we focus our discussion on ways teachers, peers, and the classroom context can shape students’ emotion-related outcomes (e.g., self-regulation, adjustment) and academic-related outcomes (e.g., school engagement, achievement) indirectly and differentially (e.g., as a function of student or classroom characteristics). Our illustrative review of the intervention literature demonstrates that the proposed classroom-based socialization processes have clear applied implications, and efforts to improve socialization in the classroom can promote students’ emotional and academic competence. We conclude our discussion by outlining areas that require additional study.

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Section: Teachers As Socializing Agentsmentioning

confidence: 99%

Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context.

Valiente¹,

Swanson²,

DeLay³

et al. 2020

Developmental Psychology

105

View full text Add to dashboard Cite

show abstract

“…Previous studies have provided initial evidence that teacher-child closeness is a signi cant predictor of children's socioemotional competencies. 34 demonstrated that teacher-child closeness effectively protected and supported the social competence of children with high levels of shyness. For children in special education, high levels of teacher-child closeness were associated with better social, emotional and behavioural classroom adjustment 12 .…”

Section: Teacher-child Relationship and Children's Socioemotional Com...mentioning

confidence: 99%

Gendered Pathways to Socioemotional Competencies in Very Young Children

Huang

Caldwell

et al. 2023

Preprint

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Parent-child and teacher-child relationships are important correlates of children’s socioemotional competencies. However, less is known about whether these relationship qualities play a role in shaping the early development of socioemotional competencies in very young children attending childcare group settings. The current study aims to address this gap and to explore how child gender may moderate these associations. The participants included 395 children (203 girls; Mage = 21.18 months, SD = 10.26 months) enrolled in childcare centres, along with their parents and teachers. Parents reported on children’s socioemotional competencies as well as their relationship quality with children, and teachers reported on their relationship quality with children. Multiple group structural equation modelling (SEM) was used to analyse the results. The findings showed that both parent-child and teacher-child closeness were positively associated with children’s social competence, whereas teacher-child closeness was negatively associated with children’s anxiety behaviour. Furthermore, gender differences were observed in these associations. Teacher-child closeness was a significant predictor of social competence exclusively among girls, while parent-child closeness was a significant predictor of anxiety behaviours solely among boys. Findings suggested that parents and teachers may consider implementing tailored strategies when interacting with boys and girls who experience socioemotional difficulties in group settings in the early years.

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“…In addition, we expected to find that low surgency and effortful control, and high negative affectivity, combined with high relationship conflicts would contribute to a higher initial level of and increase in internalizing problems (Hypothesis 3b-2). Finally, we expected to find that low surgency, low negative affectivity, and high effortful control combined with high relationship closeness would contribute to a higher initial level of and a lower decrease in prosocial behavior (Hypothesis 3b-3; e.g., Acar et al, 2020;Karreman et al, 2010;. Due to the associations of relationship quality and socioemotional functioning with achievement and parents' education, the control variables of GPA, as well as the mother's and father's education, were included in the final analyses (Hinshaw, 1992;Martin-Storey et al, 2018;Pakarinen et al, 2018).…”

Section: The Present Studymentioning

confidence: 99%

Socioemotional functioning across the transition to lower secondary school: The role of temperament and relationships with mothers and teachers

Jaruseviciute

Šilinskas

Kiuru

2023

J of Research on Adolesc

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This Finnish longitudinal study investigated the role of relationships with mothers (n = 631) and teachers (n = 56), and adolescents' (n = 848; 53.9% girls, 46.1% boys) temperament in the development of the adolescents' socioemotional functioning during the transition to lower secondary school (Grade 6 to Grade 7; age in Grade 6: M = 12.32, SD = 0.36). The results showed that mother–adolescent closeness predicted a higher level and teacher–adolescent closeness predicted a smaller decrease in prosocial behavior. Teacher–adolescent conflict predicted a higher level, and mother–adolescent conflict predicted an increase in externalizing problems. Only temperament predicted internalizing problems. In addition, relationship quality both mediated and moderated some of the associations between temperament and socioemotional functioning.

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Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior

Cited by 17 publications

References 75 publications

Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context.

Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context.

Gendered Pathways to Socioemotional Competencies in Very Young Children

Socioemotional functioning across the transition to lower secondary school: The role of temperament and relationships with mothers and teachers

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