The contributions of relationships with parents and teachers to Turkish children’s antisocial behaviour

Acar, İbrahim H.; Evans, Moon Y. Q.; Rudasill, Kathleen Moritz; Yıldız, Süleyman

doi:10.1080/01443410.2018.1441377

Cited by 18 publications

(7 citation statements)

References 71 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Conflict and closeness are two different subscales, most often modestly negatively correlated (r=.30 in our data, paper I). However, some studies report no significant correlations between the two (Acar et al, 2018;Cadima et al, 2015;Zhang & Sun, 2011).…”

Section: The Student-teacher Relationship Scale (Strs)mentioning

confidence: 99%

See 1 more Smart Citation

Teachers’ competence promote close relationships to children with externalising problems and conflictual relationships

Wilhelmsen

Alexandersen

Røysamb

et al. 2022

Educational Psychology

View full text Add to dashboard Cite

Health and Development. It was part of the MoBaKinder-project supported by the Norwegian Research Council through the BEDREHELSE programme. I would like to thank many people for contributing to my completion of this project.First, I thank all the participants in MoBa for completing all the questionnaires. There would not be a project without you. I would also like to thank University of Oslo for the opportunity to submit this thesis.My deepest gratitude goes to my supervisor Mari Vaage Wang and co-supervisor Espen Røysamb. Mari, you have been the rock in this project, and everything from a supervisor to a friend. I have learnt so much from you! Thank you for always staying positive, yet realistic; for being fun and casual, yet "green" enough to get things done; and more than anything for your ability to motivate and encourage me even when life happens and challenges the original plans. Espen, I want to thank you for your open-minded views, beneficial comments, and engagement. I highly appreciate your pedagogical ways of discussing topics and suggestions. I want to thank the whole MoBaKinder crew: Mari, Ragnhild, Nina, Silje, Erik, and Elise. You have been a great team for help, guidance and discussions, and for hiking, skiing, dining and laughing, and always leaving the door open. Thank you Silje, for your "sprintcalendar" counting down the final days with chocolate and sweets. To the wider project group: thank you for your great interest and engagement in project-meetings, and in particular Ratib and Thomas for co-authorships on papers. Your engagement has been encouraging and highly valuable.To the department director Heidi Aase and all my colleagues at NIPH, Department of Child Health and Development. Thank you for making a great atmosphere at work, especially around the lunch table and at "waffle and workout"-Fridays.To my fellow PhD-students at NIPH, especially Thea, Maria, Anne Kristine, Elise, Nina, and Linn. Thank you for travelling this journey together. I believe a team of peers like you to share this experience with have been essential in these strange years. I am lucky to have spent these years with you at the office, in seminars, on screen, at lunch, drinks, walks, ice cream breaks and joy. Special thanks to my co-inhabitants of the corner office: Anne II Kristine and Maria. Thank you for being great colleagues and wonderful friends both at NIPH and outside.My sincere gratitude to my brilliant family, particularly Rolf, Herdis and Karina.Thank you for giving me a safe and warm home and childhood; for always being cheerful, supportive and caring; and for being favourite catering, travel agency and companions, car rental, and entertainment crew.Thank you to all my wonderful friends, including Gjeng, for being superb friends, giving me plenty of opportunities to reload, enjoy new travels, experiences, sports, feasts and fun. You make life great! Thank you for also engaging in the topic of my work. Additional thanks to Jess for proof reading. This journey has, as most journeys, not been a walk in the par...

show abstract

Section: The Student-teacher Relationship Scale (Strs)mentioning

confidence: 99%

“…This scale is extensively used in the ECEC field and has been validated in multiple contexts around the world (e.g. Acar et al, 2018;Cadima et al, 2015;Hartz et al, 2017), including Norwegian…”

Section: The Student-teacher Relationship Scale (Strs)mentioning

confidence: 99%

Teachers’ competence promote close relationships to children with externalising problems and conflictual relationships

Wilhelmsen

Alexandersen

Røysamb

et al. 2022

Educational Psychology

View full text Add to dashboard Cite

show abstract

“…For children with low levels of shyness, the higher level of teacher–child conflict, the more aggressive behaviors they experienced. For children with high levels of shyness, the teacher–child closeness alleviated the maladjustment caused by the shy temperament ( Acar et al, 2018 ). Baardstu et al (2022) also found that teacher–child closeness had a buffering influence on shy preschool children’s social adjustment difficulties.…”

Section: Moderating Effect Of the Teacher–child Relationshipmentioning

confidence: 99%

Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship

Wang

Tao

et al. 2022

Front. Psychol.

View full text Add to dashboard Cite

Negative affect is an important temperament in children, influencing their social skills. However, the evidence for this association in preschool children is limited. Moreover, the underlying mechanisms that explain the relationship between preschool children’s negative affect and social skills remain less understood. Thus, the primary goal of this study was to examine the moderating role of the teacher–child relationship in the associations between negative affect and social skills of Chinese preschoolers. A sample of 198 preschool children (Mage = 58.64 ± 3.83 months, 53% boys), recruited from 13 classes in two public kindergartens in Shanghai, China, participated in this 1-year longitudinal study. The mothers reported children’s negative affect, while the teachers reported children’s social skills and the teacher–child relationship. Results of a series of moderating effect analyses showed that (1) T1 negative affect could significantly negatively predict T2 social skills (cooperation, self-control, and assertion), and (2) the associations between negative affect and social skills were moderated by the teacher–child relationship (including teacher–child closeness and conflict). Specifically, a high level of teacher–child closeness buffered the prediction of negative affect on social skills, while a high level of teacher–child conflict aggravated the said prediction. The findings highlight the importance of the teacher–child relationship in the development of children’s social skills during preschool age when they have a high level of negative affect. This has important implications for the development of interventions to improve teacher–child relationships and children’s social skills.

show abstract

“…Depending on the severity of the disorder, attention, executive functions, and academic skills improved over the course of half a year in comparison to a control group. The study by Acar, Evans, Rudasill, and Yildiz (2018) draws attention to the development of antisocial behaviour in young elementary school children. The authors show that teacher-child relationship quality moderates the relation between parent-child conflict and children's antisocial behaviour.…”

Section: Primary Education and Secondary Educationmentioning

confidence: 99%

“…All in all, the seven studies illustrate the variability of research methods that educational psychology holds in the area of primary and secondary education. Starting with the application of questionnaires in self-report (Kam, Hue, & Cheung, 2018) and third-party report (Acar, Evans, Rudasill, & Yildiz, 2018), through the use of achievement tests (Jansen, Ellinger, & Lehmann, 2018), video recordings for obtaining process data (H€ anze, M€ uller, & Berger, 2018), and the analysis of children's drawings (Vendeville, Blanc, & Brechet, 2018) up to the conception of trainings (Vogelaar & Resing, 2018) and intervention programs (Paananen, Aro, N€ ahri, & Aro, 2018). The methodological diversity serves the purpose of an optimal adaptation to the research subject.…”

Section: Primary Education and Secondary Educationmentioning

confidence: 99%

Primary education and secondary education

Urhahne¹

2018

Educational Psychology

View full text Add to dashboard Cite

The contributions of relationships with parents and teachers to Turkish children’s antisocial behaviour

Cited by 18 publications

References 71 publications

Teachers’ competence promote close relationships to children with externalising problems and conflictual relationships

Teachers’ competence promote close relationships to children with externalising problems and conflictual relationships

Preschool children’s negative affect and social skills in China: The moderating effect of the teacher–child relationship

Primary education and secondary education

Contact Info

Product

Resources

About