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dc.contributor.authorMetin Aslan, Özge
dc.contributor.authorBoz, Menekşe
dc.date.accessioned2024-10-24T11:21:42Z
dc.date.available2024-10-24T11:21:42Z
dc.date.issued2022en_US
dc.identifier.urihttps://pubmed.ncbi.nlm.nih.gov/35081879/
dc.identifier.urihttps://hdl.handle.net/20.500.12868/2514
dc.description.abstractThe present study aimed to examine the moderating role of the quality of the relationship between children and their teachers (i.e., closeness and conflict), in children's unsociability and play behaviors (i.e., reticent behavior, social play). Participants were 211 three- to six-year-old children (M = 64.08 months, SD = 10.92, 94 girls, 117 boys). Mothers reported their unsociability; teachers reported teacher-child relationships and children's play behaviors. Results showed that close teacher-child relationships moderated the association between unsociability and social play in children (buffering effect). Teacher-child conflict exacerbated the relations between unsociability and reticent behavior. Findings show that teacher-child closeness is effective in revealing social play behaviors of unsociable children. Teachers can improve their relationship with unsociable children to provide nurturing social play behavior.en_US
dc.language.isoengen_US
dc.relation.isversionof10.1080/00221325.2022.2029811en_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectTeacher–child relationshipsen_US
dc.subjectShynessen_US
dc.subjectSocial withdrawalen_US
dc.subjectUnsociabilityen_US
dc.titleModerating Effects of Teacher-Child Relationship on the Association Between Unsociability and Play Behaviorsen_US
dc.typearticleen_US
dc.contributor.departmentALKÜ, Enstitüler, Lisansüstü Eğitim Enstitüsü, Temel Eğitim Ana Bilim Dalıen_US
dc.identifier.volume183en_US
dc.identifier.issue2en_US
dc.identifier.startpage180en_US
dc.identifier.endpage196en_US
dc.relation.journalJ Genet Psycholen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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