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

Acar I. H., VEZİROĞLU ÇELİK M., Çelebi Ş., İngeç D., Kuzgun S.

Current Psychology, vol.40, no.9, pp.4427-4437, 2021 (SSCI) identifier identifier

  • Publication Type: Article / Article
  • Volume: 40 Issue: 9
  • Publication Date: 2021
  • Doi Number: 10.1007/s12144-019-00390-y
  • Journal Name: Current Psychology
  • Journal Indexes: Social Sciences Citation Index (SSCI), Scopus, IBZ Online, BIOSIS, Business Source Elite, Business Source Premier, Psycinfo
  • Page Numbers: pp.4427-4437
  • Keywords: Emotion regulation, Turkish children, Inductive reasoning, Punishment, Parent-teacher relationship
  • Istanbul Medipol University Affiliated: Yes


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.