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Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior

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Abstract

The present study examined the concurrent contribution of Turkish children’s temperament and teacher-child relationship quality to their social competence and antisocial behavior, with a specific focus on the moderating role of teacher-child relationships (closeness and conflict) on children’s temperament (inhibitory control and shyness) when predicting social competence and antisocial behavior. Participants were 94 children (56 boys) with mean age of 7.05 years (SD = .88) enrolled in 24 classrooms from five elementary schools in a suburban school district in Turkey. Mothers reported on children’s temperament and teachers reported on their relationships with children as well as children’s social competence and antisocial behavior. SAS PROC MIXED was used to test hierarchical regression models of children nested within classrooms. Results showed that high conflict teacher-child relationships moderated the association between low shyness and antisocial behavior. Less shy children displayed more antisocial behavior at higher levels of teacher-child conflict. In addition, at high levels of child shyness, social competence ratings improved as teacher-child closeness increased. Inhibitory control was positively correlated with social competence and negatively correlated with antisocial behavior. The qualities of teacher-child relationships can effectively support children’s social competence and antisocial behavior depending upon their temperamental characteristics. Limitations and future directions of the current study are discussed.

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Authors and Affiliations

  1. Department of Early Childhood Education, Istanbul Medipol University, Guney Kampus, A Blok 4. Kat, Beykoz, Istanbul, Turkey

    Ibrahim H. Acar

  2. Marsico Institute, Morgridge College of Education, University of Denver, Katherine Ruffalo Hall 1999 E. Evans Ave., Suite 160, Denver, CO, 80208, USA

    Traci S. Kutaka

  3. Department of Educational Psychology, College of Education and Human Sciences, University of Nebraska-Lincoln, 221 Teachers College Hall PO Box 880345, Lincoln, NE, 68588, USA

    Kathleen M. Rudasill

  4. Department of Child, Youth, and Family Studies, University of Nebraska-Lincoln, 247 Mabel Lee Hall, Lincoln, NE, 68588-0236, USA

    Julia C. Torquati

  5. Department of Psychology, 214D Social Sciences Research Building, Carleton University, 125 Colonel Drive, Ottawa, ON, K1S 5B6, Canada

    Robert J. Coplan

  6. Department of Educational Sciences, Yildiz Technical University, Eğitim Fakültesi - Eğitim Bilimleri Bölümü -, B 327 34000, Istanbul, Turkey

    Süleyman Yıldız

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The authors, Ibrahim H. Acar, Traci Kutaka, Kathleen Moritz Rudasill, Julia C. Torquati, Robert J. Coplan, and Suleyman Yildiz personally have not received any funding for this project. Therefore, the authors declare that he has no conflict of interest to disclose.

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Acar, I.H., Kutaka, T.S., Rudasill, K.M. et al. Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior. Curr Psychol 39, 2231–2245 (2020). https://doi.org/10.1007/s12144-018-9901-z

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