1. Acar, I. H., Rudasill, K. M., Molfese, V., Torquati, J., & Prokasky, A. (2015). Temperament and preschool children’s peer interactions. Early Education and Development, 26(4), 479–495.
https://doi.org/10.1080/10409289.2015.1000718
.
2. Acar, I. H., Veziroglu-Celik, M., Garcia, A., Colgrove, A., Raikes, H., Gonen, M., & Encinger, E. (2018a). The qualities of teacher–child relationships and self-regulation of children at risk in the United States and Turkey: The moderating role of gender. Early Childhood Education Journal, advance online publication,
https://doi.org/10.1007/s10643-018-0893-y
.
3. Acar, I. H., Evans, M. Y. Q., Rudasill, K.M., & Yıldız, S. (2018b). The contributions of relationships with parents and teachers to Turkish children’s antisocial Behaviour Educational Psychology: An International Journal of Experimental Educational Psychology, Advance Online Publication,
https://doi.org/10.1080/01443410.2018.1441377
4. Aiken, L. S., & West, S. G. (1991). Multiple Regression: Testing and interpreting interactions. Thousand Oaks: Sage.
5. Akin Sari, B., Iseri, E., Yalcin, O., Akin Aslan, A., & Sener, S. (2012). Çocuk davranış listesi kısa formunun Türkçe güvenilirlik çalışması ve geçerliliğine ilişkin ön çalışma [Reliability Study of Turkish Version of Children’s Behavior Questionnaire Short Form and a Validity Pre-study]. Klinik Psikiyatri, 15, 135–143.