The contributions of relationships with parents and teachers to Turkish children’s antisocial behaviour

References

• Acar, I. H., Ucus, S., & Yıldız, S. (2017). Parenting and Turkish children’s behaviour problems: The moderating role of qualities of parent–child relationship. Early Child Development and Care, advance online publication. doi:10.1080/03004430.2017.1365362
   PubMed Web of Science ®Google Scholar
• Ahnert, L., Pinquart, M., & Lamb, M.E. (2006). Security of children’s relationships with nonparental care providers: A meta-analysis. Child Development, 77, 664–679.10.1111/cdev.2006.77.issue-3
   PubMed Web of Science ®Google Scholar
• Aiken, L. S., & West, S. G. (1991). Multiple regression: Testing and interpreting interactions. Thousand Oaks, CA: Sage.
   Google Scholar
• Akgün, E., & Yeşilyaprak, B. (2010). Çocuk Anababa İlişki Ölçeği Türkçe Formunun Geçerlik ve Güvenirlik Çalışması. Balıkesir Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 13(24), 44–53.
   Google Scholar
• Arbeau, K. A., Coplan, R. J., & Weeks, M. (2010). Shyness, teacher– child relationships, and socioemotional adjustment in grade 1. International Journal of Behavioral Development, 34, 259–269.
   Web of Science ®Google Scholar
• Asher, S. R., Oden,’S. L., & Gottman, J. M. (1977). Children’s friendships in school settings. In E. M. Heatherington & R. D. Parke (Eds.) Contemporary readings in child psychology (pp. 303–308). New York, NY: McGraw-Hill.
   Google Scholar
• Aukrust, V. G., Edwards, C. P., Kumru, A., Knoche, L., & Kim, M. (2003). Young children’s close relationships outside the family: Parental ethnotheories in four communities in Norway, United States, Turkey and Korea. International Journal of Behavioral Development, 27(6), 481–494.10.1080/01650250344000109
   Web of Science ®Google Scholar
• Aunola, K., & Nurmi, J.-E. (2005). The role of parenting styles in children’s problem behavior. Child Development, 76, 1144–1159. doi:10.1111/j.1467-8624.2005.00840.x-i1
   PubMed Web of Science ®Google Scholar
• Baker, J. A., Grant, S., & Morlock, L. (2008). The teacher–student relationship as a developmental context for children with internalizing or externalizing behavior problems. School Psychology Quarterly, 23(1), 3–15.10.1037/1045-3830.23.1.3
   Web of Science ®Google Scholar
• Baydar, N., Akcinar, B., & Imer, N. (2012). Cevre, sosyoekonomik baglam ve ana babalik [Environment, socioeconomic, and parenting]. In M. Sayil & B. Yagmurlu (Eds.), Ana babalik: Kuram ve arastirma [Parenting: Theory and research] (pp. 15–18). Istanbul: Koc University.
   Google Scholar
• Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21(2), 141–170.10.1007/s10648-009-9104-0
   Web of Science ®Google Scholar
• Berry, D., & O’Connor, E. (2010). Behavioral risk, teacher–child relationships, and social skill development across middle childhood: A child-by-environment analysis of change. Journal of Applied Developmental Psychology, 31, 1–14.10.1016/j.appdev.2009.05.001
   Web of Science ®Google Scholar
• Beyazkurk, D., & Kesner, J. E. (2005). Teacher–child relationships in Turkish and United States schools: A cross-cultural study. International Education Journal, 6(5), 547–554.
   Google Scholar
• Bronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Cambridge, MA: Harvard University Press.
   Google Scholar
• Bronfenbrenner, U., & Morris, P. A. (1998). The ecology of developmental processes. In R. M. Lerner (Ed.), Handbook of child psychology (5th ed., Vol. 1, pp. 993–1028). New York, NY: Wiley.
   Google Scholar
• Bronfenbrenner, U., & Morris, P. A.. (2006). The bioecological model of human development. In W. Damon (Series Ed.) & R. M. Lerner (Vol. Ed.), Handbook of child psychology: Theoretical model of human development (pp. 793–828). New York, NY: Wiley.
   Google Scholar
• Brophy-Herb, H. E., Lee, R. E., Nievar, A., & Stollak, G. E. (2007). Preschoolers’ social competence: Relations to family characteristics, teacher behaviors and classroom climate. Journal of Applied Developmental Psychology, 28, 134–148.10.1016/j.appdev.2006.12.004
   Web of Science ®Google Scholar
• Burchinal, M., Howes, C., & Kontos, S. (2002). Structural predictors of child care quality in child care homes. Early Childhood Research Quarterly, 17(1), 87–105.10.1016/S0885-2006(02)00132-1
   Web of Science ®Google Scholar
• Burchinal, M., Vandergrift, N., Pianta, R., & Mashburn, A. (2010). Threshold analysis of association between child care quality and child outcomes for low-income children in pre-kindergarten programs. Early Childhood Research Quarterly, 25, 166–176. doi:10.1016/j.ecresq.2009.10.004
   Web of Science ®Google Scholar
• Buyse, E., Verschueren, K., & Doumen, S. (2011). Preschoolers’ Attachment to mother and risk for adjustment problems in Kindergarten: Can teachers make a difference? Social Development, 20(1), 33–50. doi:10.1111/j.1467-9507.2009.00555.x
   Web of Science ®Google Scholar
• Campbell, S. (1990). Behavior problems in preschool children: Clinical and developmental issues. New York City, NY: Guilford.
   Google Scholar
• Chen, X., & French, D. (2008). Children’s social competence in cultural context. Annual Review of Psychology, 59, 591–616.10.1146/annurev.psych.59.103006.093606
   PubMed Web of Science ®Google Scholar
• Conduct Problems Prevention Research Group. (2000). Merging universal and indicated prevention programs. Addictive Behaviors, 25, 913–927.
   PubMed Web of Science ®Google Scholar
• Conduct Problems Prevention Research Group. (2002). Evaluation of the first 3 years of the Fast Track prevention trial with children at high risk for adolescent conduct problems. Journal of Abnormal Child Psychology, 30, 19–35.
   PubMed Web of Science ®Google Scholar
• Connor, D. (2002). Aggression and antisocial behavior in children and adolescents: Research and treatment. New York, NY: The Guilford Press.
   Google Scholar
• Curran, P. J., West, S. G., & Finch, J. F. (1996). The robustness of test statistics to nonnormality and specification error in confirmatory factor analysis. Psychological Methods, 1(1), 16–29.10.1037/1082-989X.1.1.16
   Web of Science ®Google Scholar
• David, O. A., & DiGiuseppe, R. (2016). The rational positive parenting program. Cham, Switzerland: Springer International Publishing. doi:10.1007/978-3-319-22339-1
   Google Scholar
• Deater-Deckard, K., Pike, A., Petrill, S. A., Cutting, A., Hughes, C., & O’Connor, T. G. (2001). Nonshared environmental processes in social-emotional development: An observational study of identical twin differences in the preschool period. Developmental Science, 4, F1–F6.10.1111/desc.2001.4.issue-2
   Web of Science ®Google Scholar
• Demirkaya, P. N., & Bakkaloglu, H. (2015). Examining the student-teacher relationships of children both with and without special needs in preschool classrooms. Educational Sciences: Theory & Practice, 15(1), 159–175. doi:10.12738/estp.2015.1.2590
   Web of Science ®Google Scholar
• DeMulder, E., Denham, S., Schmidt, M., & Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years: Links from home to school. Developmental Psychology, 36(2), 274–282. doi:10.1037/0012-1649.36.2.274
   PubMed Web of Science ®Google Scholar
• Dodge, K. A., Lochman, J. E., Harnish, J. D., Bates, J. E., & Pettit, G. S. (1997). Reactive and proactive aggression in school children and psychiatrically impaired chronically assaultive youth. Journal of Abnormal Psychology, 106(1), 37–51.10.1037/0021-843X.106.1.37
   PubMed Web of Science ®Google Scholar
• Doumen, S., Verschueren, K., Buyse, E., Germeijs, V., Luyckx, K., & Soenens, B. (2008). Reciprocal relations between teacher–child conflict and aggressive behavior in kindergarten: A three-wave longitudinal study. Journal of Clinical Child & Adolescent Psychology, 37, 588–599. doi:10.1080/15374410802148079
   PubMed Web of Science ®Google Scholar
• Eisner, M. P., & Malti, T. (2015). Aggressive and violent behavior. In M. E. Lamb (Vol. Ed.) & R. M. Lerner (Series Ed.), Handbook of child psychology and developmental science, Vol. 3: Social, emotional and personality development (7th ed., pp. 795–884). New York, NY: Wiley.
   Google Scholar
• Elicker, J., Englund, M., & Sroufe, L. A. (1992). Predicting peer competence and peer relationships in childhood from early parent-child relationships. In R. Parke & G. Ladd (Eds.), Family-peer relationships: Modes of Linkage (pp. 77–109). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Estell, D. B., Jones, M. H., Pearl, R., Van Acker, R., Farmer, T. W., & Rodkin, P. (2008). Peer groups, popularity, and social preference: Trajectories of social functioning among students with and without learning disabilities. Journal of Learning Disabilities, 41(1), 5–14.10.1177/0022219407310993
   PubMed Web of Science ®Google Scholar
• Farmer, T. W. (2000). The social dynamics of aggressive and disruptive behavior in School: Implications for behavior consultation. Journal of Educational and Psychological Consultation, 11(3/4), 299–321.10.1080/10474412.2000.9669417
   Web of Science ®Google Scholar
• Granic, I., & Patterson, G. R. (2006). Toward a comprehensive model of antisocial development: A dynamic systems approach. Psychological Review, 113, 101–131. doi:10.1037/0033-295X
   PubMed Web of Science ®Google Scholar
• Greenberg, M., Speltz, M., & Deklyen, M. (1993). The role of attachment in early development of disruptive behavior problems. Development and Psychopathology, 5, 191–213.10.1017/S095457940000434X
   Web of Science ®Google Scholar
• Greenberg, M. T., Kusche, C. A., Cook, E. T., & Quamma, J. P. (1995). Promoting emotional competence in school-aged children: The effects of the PATHS curriculum. Development and Psychopathology, 7, 117–136.10.1017/S0954579400006374
   Web of Science ®Google Scholar
• Hamre, B. K., & Pianta, R. C. (2001). Early teacher–child relationships and the trajectory of children’s school outcomes through eighth grade. Child Development, 72, 625–638. doi:10.1111/1467-8624.00301
   PubMed Web of Science ®Google Scholar
• Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of the teacher–student relationship on childhood conduct problems: A prospective study. Journal of Clinical Child Psychology, 28(2), 173–184. doi:10.1207/s15374424jccp2802_5
   PubMed Web of Science ®Google Scholar
• Kagitcibasi, C. (2007). Family, self, and human development across cultures: Theory and applications. Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Kagitcibasi, C., & Ataca, B. (2005). Value of children and family change: A three-decade portrait from Turkey. Applied Psychology: An International Review, 54, 317–338.10.1111/apps.2005.54.issue-3
   Web of Science ®Google Scholar
• Kagitcibasi, C., Ataca, B., & Diri, A. (2010). Intergenerational relationships in the family: Ethnic, socioeconomic, and country variations in Germany, Israel, Palestine, and Turkey. Journal of Cross-Cultural Psychology, 41, 652–670.10.1177/0022022110372193
   Web of Science ®Google Scholar
• Klahr, A. M., Rueter, M. A., McGue, M., Iacono, W. G., & Alexandra, B. S. (2011). The relationship between parent–child conflict and adolescent antisocial behavior: Confirming shared environmental mediation. Journal of Abnormal Child Psychology, 39(5), 683–694.10.1007/s10802-011-9505-7
   PubMed Web of Science ®Google Scholar
• Koca, F. (2010). An examination of the psychometric properties of the student–teacher relationship scale (STRS) in Turkish first-grade settings (Unpublished Master’s Thesis). West Lafayette, IN: Purdue University.
   Google Scholar
• Koca, F., & Yeter, I. H. (2013). The examination of teacher–student relations in Turkish first-grade educational settings. In R. McBride & M. Searson (Eds.), Proceedings of society for information technology & teacher education international conference 2013 (pp. 2175–2183). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
   Google Scholar
• Kumru, A., Carlo, G., Mestre, M. V., & Samper, P. (2012). Prosocial moral reasoning and prosocial behavior among Turkish and Spanish adolescents. Social Behavior and Personality, 40, 205–214.10.2224/sbp.2012.40.2.205
   Web of Science ®Google Scholar
• Ladd, G. W., & Burgess, K. B. (1999). Charting the relationship trajectories of aggressive, withdrawn, and aggressive/withdrawn children during early grade School. Child Development, 70, 910–929.10.1111/cdev.1999.70.issue-4
   PubMed Web of Science ®Google Scholar
• LaFreniere, P. J., Masataka, N., Butovskaya, M., Chen, Q., Auxiliadora Dessen, M., Atwanger, K., … Frigerio, A. (2002). Cross-cultural analysis of social competence and behavior problems in preschoolers. Early Education and Development, 13, 201–19.10.1207/s15566935eed1302_6
   Google Scholar
• Lansford, J., Criss, M., Laird, R., Shaw, D., Pettit, G., Bates, J., & Dodge, K. (2011). Reciprocal relations between parents’ physical discipline and children’s externalizing behavior during middle childhood and adolescence. Development and Psychopathology, 23(1), 225–238. doi:10.1017/S0954579410000751
   PubMed Web of Science ®Google Scholar
• McKee, L., Colletti, C., Rakow, A., Jones, D. J., & Forehand, R. (2008). Parenting and child externalizing behaviors: Are the associations specific or diffuse? Aggression and Violent Behavior, 13, 201–215.10.1016/j.avb.2008.03.005
   PubMed Web of Science ®Google Scholar
• Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher–student relationships as compensatory resources for aggressive children. Child Development, 74(4), 1145–1157. doi:10.1111/1467-8624.00598
   PubMed Web of Science ®Google Scholar
• Merrell, K. W. (1993). Using behavior rating scales to assess social skills and antisocial behavior in school settings: Development of the School Social Behavior Scales. School Psychology Review, 22(1), 115–134.
   Web of Science ®Google Scholar
• Merritt, E. G., Wanless, S. B., Rimm-Kauffman, S. E., Cameron, C., & Peugh, J. L. (2012). The contribution of teachers’ emotional support to children’s social behaviors and self-regulatory skills in first grade. School Psychology Review, 40(2), 141–159.
   Google Scholar
• Metin-Orta, I., Corpaci, F., Yagmurlu, B., & Aksan, N. (2013). The mediational role of effortful control and emotional dysregulation in the link between maternal responsiveness and turkish preschoolers’ social competency and externalizing symptoms. Infant and Child Development, 22, 459–479. doi:10.1002/icd.1806
   Web of Science ®Google Scholar
• Ministry of National Education. (2014). Millî eğitim bakanliği okul öncesi eğitim ve Ilköğretim kurumlari yönetmeliği [National ministry of education preschool and elemetary school program]. Retrieved June 13, 2015, from http://mevzuat.meb.gov.tr/html/ilkveokuloncyon_0/ilkveokuloncyon_0.htm.
   Google Scholar
• Mitchell-Copeland, J., Denham, S. A., & DeMulder, E. K. (1997). Q-sort assessment of child–teacher attachment relationships and social competence in the preschool. Early Education and Development, 8(1), 27–39.10.1207/s15566935eed0801_3
   Google Scholar
• Mize, J., & Pettit, G. S. (1997). Mothers’ social coaching, mother–child relationship style, and children’s peer competence: Is the medium the message? Child Development, 68, 312–332.10.2307/1131852
   PubMed Web of Science ®Google Scholar
• Munroe, R. L., Hulefeld, R., Rodgers, J. M., Tomeo, D. L., & Yamazaki, S. K. (2000). Aggression among children in four cultures. Cross-Cultural Research, 34(3), 306.
   Web of Science ®Google Scholar
• O’Connor, E., & McCartney, K. (2006). Testing associations between young children’s relationships with mothers and teachers. Journal of Educational Psychology, 98, 87–98.10.1037/0022-0663.98.1.87
   Web of Science ®Google Scholar
• O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44, 240–269.
   Web of Science ®Google Scholar
• Pianta, R. C. (1992). Child-parent relationship scale ( Unpublished measure). Charlottesville, Virgina: University of Virginia.
   Google Scholar
• Pianta, R. C. (1999). Enhancing relationships between children and teachers. Washington, DC: American Psychological Association.10.1037/10314-000
   Google Scholar
• Pianta, R. C. (2001). STRS student teacher relationship scale. Odessa, FL: Psychological Assessment Resources.
   Google Scholar
• Pianta, R. C., & Stuhlman, M. W. (2004). Teacher–child relationships and children’s success in the first years of school. School Psychology Review, 33(3), 444–458.
   Web of Science ®Google Scholar
• Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother–child relationships, teacher–child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly, 12, 263–280.10.1016/S0885-2006(97)90003-X
   Web of Science ®Google Scholar
• Piquero, A. R., Farrington, D. P., Nagin, D. S., & Moffitt, T. E. (2010). Trajectories of offending and their relation to life failure in late middle age: Findings from the Cambridge study in delinquent development. Journal of Research in Crime and Delinquency, 47, 151–173.10.1177/0022427809357713
   Web of Science ®Google Scholar
• Raudenbush, S. W., & Bryk, A. S. (2002). Hierarchical linear models: Applications and data analysis methods (2nd ed.). Newbury Park, CA: Sage.
   Google Scholar
• Renk, K., & Phares, V. (2004). Cross-informant ratings of children’s social competence. Clinical Psychology Review, 24, 239–254.10.1016/j.cpr.2004.01.004
   PubMed Web of Science ®Google Scholar
• Rudasill, K. (2011). Child temperament, teacher–child interactions, and teacher–child relationships: A longitudinal investigation from first to third grade. Early Childhood Research Quarterly, 26(2), 147–156. doi:10.1016/j.ecresq.2010.07.002
   Web of Science ®Google Scholar
• Rudasill, K., Niehaus, K., Buhs, E., & White, J. (2013). Temperament in early childhood and peer interactions in third grade: The role of teacher-child relationships in early elementary grades. Journal of School Psychology, 51(6), 701–716. doi:10.1016/j.jsp.2013.08.002.
   PubMed Web of Science ®Google Scholar
• Rudasill, K. M., & Rimm-Kaufman, S. E. (2009). Teacher–child relationship quality: The roles of child temperament and teacher–child interactions. Early Childhood Research Quarterly, 24, 107–120.10.1016/j.ecresq.2008.12.003
   Web of Science ®Google Scholar
• Rudasill, K. M., Reio, T. G., Stipanovic, N., & Taylor, J. E. (2010). A longitudinal study of student–teacher relationship quality, difficult temperament, and risky behavior from childhood to early adolescence. Educational Psychology, 48(5), 389–412.
   Google Scholar
• Rydell, A. M., Bohlin, G., & Thorell, L. B. (2005). Representations of attachment to parents and shyness as predictors of children’s relationships with teachers and peer competence in preschool. Attachment & Human Development, 7, 187–204.10.1080/14616730500134282
   PubMed Web of Science ®Google Scholar
• Sabol, T., & Pianta, R. C. (2012). Recent trends in research on teacher–child relationships. Attachment & Human Development, 14, 213–231.10.1080/14616734.2012.672262
   PubMed Web of Science ®Google Scholar
• Sanders, M. R., & Woolley, M. L. (2005). The relationship between global, domain, and task-specific self-efficacy and parenting practices: Implications for parent training. Child: Care, Health and Development, 31(1), 65–73.
   PubMed Web of Science ®Google Scholar
• Sheridan, S. M., Marvin, C. A., Knoche, L. L., & Edwards, C. P. (2008). Getting ready: Promoting school readiness through a relationship-based partnership model. Early Childhood Services, 3, 149–172.
   Google Scholar
• Silver, R. B., Meselle, J. R., Armstrong, J. M., & Essex, M. J. (2005). Trajectories of classroom externalizing behavior: Contributions of child characteristics, family characteristics, and the teacher–child relationship during the school transition. Journal of School Psychology, 43(1), 39–60.10.1016/j.jsp.2004.11.003
   Web of Science ®Google Scholar
• Sim, H. O., & Vuchinich, S. (1996). The declining effects of family stressors on antisocial behavior from childhood to adolescence and early adulthood. Journal of Family Issues, 17(3), 408–427.10.1177/019251396017003006
   Web of Science ®Google Scholar
• Stattin, H., & Kerr, M. (2000). Parental monitoring: A reinterpretation. Child Development, 71, 1072–1085. doi:10.1111/1467-8624.00210
   PubMed Web of Science ®Google Scholar
• Stormshak, E. A., Bierman, K. L., McMahon, R. J., Lengua, L. J., & Conduct Problems Prevention Research Group (2000). Parenting practices and child disruptive behavior problems in Early Elementary School. Journal of Clinical Child Psychology, 29(1), 17–29.10.1207/S15374424jccp2901_3
   PubMed Web of Science ®Google Scholar
• Super, C. M., & Harkness, S. (1986). The developmental niche: A conceptualization at the interface of child and culture. International Journal of Behavioral Development, 9(4), 545–569.10.1177/016502548600900409
   Web of Science ®Google Scholar
• Troutman, B. (2015). Integrating behaviorism and attachment theory in parent coaching. Cham, Switzerland: Springer International.
   Google Scholar
• Turkish Statistical Institute. (2015). Income distribution and living conditions statistics. Retrieved June 13, 2015, from http://www.turkstat.gov.tr/PreTablo.do?alt_id=1011
   Google Scholar
• van Lier, P. A. C., Vitaro, F., Wanner, B., Vuijk, P., & Crijnen, A. A. M. (2005). Gender differences in developmental links among antisocial behaviour, friends’ antisocial behaviour, and peer rejection in childhood: Results from two cultures. Child Development, 76, 841–855. doi:10.1111/j.1467-8624.2005.00881.x
   PubMed Web of Science ®Google Scholar
• Wasserman, G. A., Miller, L., Pinner, E., & Jaramillo, B. S. (1996). Parenting predictors of early conduct problems in urban, high-risk boys. Journal of the American Academy of Child and Adolescent Psychiatry, 35, 1227–1236.10.1097/00004583-199609000-00020
   PubMed Web of Science ®Google Scholar
• Webster Stratton, C., & Hammond, M. A. (1997). Treating children with early-onset antisocial behaviour: A comparison of child and parent training interventions. Journal of Consulting and Clinical Psychology, 65(1), 93–109.10.1037/0022-006X.65.1.93
   PubMed Web of Science ®Google Scholar
• West, B. T., Welch, K. B., & Galecki, A. T. (2015). Linear-mixed models – A Practical guide using statistical software (2nd ed.). Boca Raton, FL: Taylor and Francis.
   Google Scholar
• Yagmurlu, B., & Sanson, A. (2009). Acculturation and parenting among Turkish mothers. Australian Journal of Cross-Cultural Psychology, 40, 361–380.10.1177/0022022109332671
   Web of Science ®Google Scholar
• Yukay-Yuksel, M. (2009). A Turkish version of the School social behavior scales (SSBS). Educational Sciences: Theory & Practice, 9(3), 1633–1650.
   Google Scholar