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Parenting styles and Turkish children’s emotion regulation: The mediating role of parent-teacher relationships

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Abstract

The current study examined the contributions of parenting styles (inductive reasoning and punishment) and parent-teacher relationships to Turkish preschool children’s emotion regulation, with a specific focus on the mediating role of parent-teacher relationship between parenting styles and children’s emotion regulation. A total of 140 preschoolers (59 girls), their parents and teachers were recruited for the current study. Children’s age ranged from 39 to 77 months (M = 62.56, SD = 8.52). All teachers (n = 10) were female and working at a state-funded school. Mothers reported on their parenting styles and teachers reported on parent-teacher relationship and children’s emotion regulation. Results from regression analysis showed that parents’ inductive reasoning was positively associated with children’s emotion regulation and parent-teacher relationship. Higher parent-teacher relationship was positively associated with higher levels of children’s emotion regulation. In addition, parent-teacher relationship mediated the association between inductive parenting and emotion regulation of children. Limitations and future directions of the current study are discussed.

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Authors and Affiliations

  1. Department of Psychology, Faculty of Social Sciences, Özyeğin University, Cekmekoy Kampusu, 34794 Cekmekoy, Istanbul, Turkey

    Ibrahim H. Acar, Şevval Çelebi, Duygu İngeç & Sena Kuzgun

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

    Mefharet Veziroğlu-Çelik

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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., Çelebi, Ş. et al. Parenting styles and Turkish children’s emotion regulation: The mediating role of parent-teacher relationships. Curr Psychol 40, 4427–4437 (2021). https://doi.org/10.1007/s12144-019-00390-y

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