The Qualities of Teacher--Child Relationships and Self-Regulation of Children at Risk in the United States and Turkey: The Moderating Role of Gender

The current study is an examination of the teacher--child relationships (closeness and conflict) as a predictor of children's self-regulation in preschool, with a focus on child gender as moderator of associations between teacher--child relationships and children's self-regulation. Participants were 291 low-income children (159 males; 37-70 months old) in the United States and 362 low-income children (165 males; 42-79 months) in Turkey, and their teachers. Teacher--child relationship was assessed via teacher-report and children's self-regulation was assessed by independent researchers via structured tasks. Gender moderated the association between teacher--child conflict and self-regulation in children from the U.S. such that boys with lower levels of teacher--child conflict scored higher in self-regulation than boys who had higher levels of conflict with their teachers. Teacher--child conflict in the U.S. and teacher--child closeness in Turkey were significantly associated with children's self-regulation. Limitations of the current study and future directions are also discussed.