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Preschool Children’s Self-regulation and Learning Behaviors: The Moderating Role of Teacher–Child Relationship

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Abstract

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.

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Acknowledgements

An earlier version of this paper was presented at the 6th International Early Childhood Education Congress, Kars, Turkey, October 2–5, 2019.

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Authors and Affiliations

  1. Department of Psychology, Faculty of Social Sciences, Özyeğin University, Istanbul, Turkey

    Ibrahim H. Acar

  2. Department of Early Childhood Education, Faculty of Education, İstanbul Medipol University, Istanbul, Turkey

    Mefharet Veziroğlu-Çelik

  3. School of Education, Virginia Commonwealth University, Richmond, VA, USA

    Kathleen Moritz Rudasill

  4. Department of Educational Psychology, Virginia Commonwealth University, Richmond, VA, USA

    Martinique A. Sealy

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  1. Ibrahim H. Acar
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Correspondence to Ibrahim H. Acar.

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Acar, I.H., Veziroğlu-Çelik, M., Rudasill, K.M. et al. Preschool Children’s Self-regulation and Learning Behaviors: The Moderating Role of Teacher–Child Relationship. Child Youth Care Forum 51, 1–18 (2022). https://doi.org/10.1007/s10566-021-09615-3

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