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.

中文翻译：

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学龄前儿童的自我调节和学习行为：师生关系的调节作用

背景

儿童的学习方式对于学习成绩和社会情感幸福感都是至关重要的。这种能力受个人（自我调节）和环境因素（师生关系）的影响。

客观的

本研究的目的是通过儿童的自我调节和师生关系的相互作用来检验土耳其儿童的学习行为。特别是，我们研究了师生关系质量在自我调节与学习行为之间的联系上的调节作用。

方法

参加者是来自土耳其伊斯坦布尔贫困社区的140个学龄前儿童（81个男孩）。儿童年龄在39到77个月不等（M  = 62.55，SD  = 8.53）。老师们报告了师生关系质量和孩子的学习行为。我们通过基于结构的绩效任务来评估儿童的自我调节。

结果

使用SAS PROC MIXED的回归结果表明：首先，高师生亲密性和热自我调节的结合与更高水平的学习行为有关。其次，教师亲密感是积极的，而教师冲突则与儿童的学习行为负相关。第三，自我调节的冷热方面与儿童的学习行为有关。这仅适用于多元分析中自我调节的酷方面。

结论

儿童的自我调节（冷热方面）以及师生关系的质量对于他们的学习方法似乎很重要。当前研究的结果为土耳其学龄前教育背景下儿童结局的个人背景互动提供了额外的支持。