Examining self-regulation skills according to teacher-child interaction quality

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dc.contributor.authorYıldız, Tülin Güler
dc.contributor.authorErtürk Kara, Hatice Gözde
dc.contributor.authorFındık Tanrıbuyurdu, Ezgi
dc.contributor.authorGönen Sara, Mübeccel
dc.date.accessioned13.07.201910:50:10
dc.date.accessioned2019-07-16T08:22:42Z
dc.date.available13.07.201910:50:10
dc.date.available2019-07-16T08:22:42Z
dc.date.issued2014
dc.departmentEğitim Fakültesi
dc.description.abstractAim of this research is to examine children's self-regulation skills according to teacher-child interaction quality. For this purpose; 30 classes, which were determined randomly from central districts of Ankara, were assessed with Classroom Assessment Scoring System. 4 classes were selected according to quality level of teacher-child interaction (2 high, 2 low). Children's self-regulation skills were assessed with Preschool Self-Regulation Assessment tasks in these 4 classrooms. Results of the study show that teacher-child interaction quality level had a significant difference on children's executive functioning scores that is a part of self-regulation. But it had no significant difference on children's social competence and inhibitory control skills.
dc.identifier.doi10.15390/EB.2014.3648
dc.identifier.endpage338en_US
dc.identifier.issn1300-1337
dc.identifier.issue176en_US
dc.identifier.scopusqualityQ3
dc.identifier.startpage329en_US
dc.identifier.urihttps://dx.doi.org/10.15390/EB.2014.3648
dc.identifier.urihttps://hdl.handle.net/20.500.12451/2626
dc.identifier.volume39en_US
dc.identifier.wosqualityN/A
dc.indekslendigikaynakWeb of Science
dc.indekslendigikaynakScopus
dc.language.isoen
dc.publisherTurkish Education Association
dc.relation.ispartofEgitim ve Bilim
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanı
dc.rightsinfo:eu-repo/semantics/openAccess
dc.subjectCLASS
dc.subjectEarly Childhood Education
dc.subjectPSRA
dc.subjectSelf-Regulation
dc.subjectTeacher-Child Interaction
dc.titleExamining self-regulation skills according to teacher-child interaction quality
dc.typeArticle

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