The Relationship Between Emotional Regulation Skills and the Adaptability to the Classes of Children The Regulatory Role of Social Interaction Practices by the Teacher

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dc.contributor.authorSoydan, Sema Bueyuektaskapu
dc.date.accessioned2024-02-23T14:21:10Z
dc.date.available2024-02-23T14:21:10Z
dc.date.issued2023
dc.departmentNEÜen_US
dc.description.abstractThis study aims to determine the regulatory role of teachers' social interaction practices in the relationship between children's emotional regulating skills and their classroom adaptation. Using a random cluster sampling method, the sample of the study consists of 250 children and 50 preschool teachers who attended preschool educational institutions on the central districts of the province of Konya, Turkey, in the 2020-2021 academic year. The research data were collected using the Teacher Observation of Classroom Adaptation-Checklist, Social Interaction Practices for the Preschool Years (SIPPY), and Emotional Regulation Checklist. The results demonstrate that emotional regulation skills and intensive strategies have a direct effect on classroom adaptation and that the negative effect of emotional regulation skills on classroom adaptation decreases when intensive strategies applied by the teacher increase. So, in other words, teachers' practices of more intensive social interaction in the classroom have been associated with higher class adjustment for all children in the classroom, regardless of the risk in emotional regulation. In view of these findings, it can be said that increasing the frequency of applying the teacher's intensive strategies in the classroom reduces the negative effect of emotional regulation skills on the classroom adaptation; by this way, classroom adaptation of children increases.en_US
dc.identifier.doi10.1097/IYC.0000000000000239
dc.identifier.endpage129en_US
dc.identifier.issn0896-3746
dc.identifier.issn1550-5081
dc.identifier.issue2en_US
dc.identifier.scopus2-s2.0-85149250668en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.startpage110en_US
dc.identifier.urihttps://doi.org/10.1097/IYC.0000000000000239
dc.identifier.urihttps://hdl.handle.net/20.500.12452/13469
dc.identifier.volume36en_US
dc.identifier.wosWOS:000938054000003en_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherLippincott Williams & Wilkinsen_US
dc.relation.ispartofInfants & Young Childrenen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/openAccessen_US
dc.subjectClassroom Adaptationen_US
dc.subjectEmotional Regulationen_US
dc.subjectPreschool Teachers' Social Interaction Practicesen_US
dc.titleThe Relationship Between Emotional Regulation Skills and the Adaptability to the Classes of Children The Regulatory Role of Social Interaction Practices by the Teacheren_US
dc.typeArticleen_US

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