The current study examined the direct and indirect contributions of children's temperament (reactivity, persistence, and rhythmicity), parenting stress, and bedtime routines to Turkish children's sleep behaviours during the COVID-19 pandemic. The sample was 313 mothers of children between 16 and 84 months (M = 52.42, SD = 12.36). Mothers reported their children's sleep behaviours, children's bedtime routines, parenting stress, and children's temperament. Multivariate path analyses were run to test the direct and indirect effects. Results indicated that parenting stress was negatively related to children's sleep behaviours. Further, it was found that consistency of bedtime routine environments was positively associated with children's sleep behaviours. For the indirect associations, children's temperament (rhythmicity and reactivity) was indirectly associated with children's sleep behaviours via the consistency of bedtime routines. Findings underline the importance of child temperament, parenting stress, and bedtime routines for children's sleep behaviours. The implications of the findings are discussed in light of previous research and the Bioecological model of human development in considering their functioning during the COVID-19 pandemic.

In the current study, we examined the direct and indirect paths from mindfulness to adolescents' sibling relationships through their cognitive empathy and sympathy. The sample consisted of 220 adolescents (50.9 % female) between age of 13 and 17 years (M = 15.86, SD = 0.91). Participants reported their mindfulness (acceptance and awareness), cognitive empathy and sympathy, and sibling relationships. The parallel mediation model revealed that mindful awareness and acceptance predicted kindness, involvement, and empathy within sibling relationships through sympathy. In addition, there was a significant indirect effect of mindful awareness to empathy in sibling relationships through cognitive empathy. Findings provided information regarding the importance of indirect contributions of mindfulness to sibling relationships through cognitive empathy and sympathy.

Children’s routines, including bedtime, have been disrupted during the COVID-19 pandemic. How parents engage in their children’s bedtime routines has not yet been examined in Turkey. The purpose of the current study was to understand the nature of children’s bedtime routines and how these routines contributed to their sleep behaviors during the COVID-19 pandemic. Mothers of 313 (143 girls) children aged between 16 and 84 months old (M = 52.42, SD = 12.36) completed questionnaires regarding children’s bedtime routines and sleep behaviors. The structure of the bedtime routines questionnaire was confirmed. Results from the regression analyses showed that routine environment was related to both bedtime resistance and sleep duration. Reactivity during bedtime was related to bedtime resistance. Results highlight the importance of consistent bedtime routines for quality sleep.

The present study is an investigation of the contributions of child temperament (persistence and reactivity), parent-child (closeness and conflict), and teacher-child relationship (closeness and conflict), to pre-school children's learning behaviours with a focus on the moderating role of these relationships between child temperament and learning behaviours. Participants were 140 children (59 girls) aged 39 to 77 months (M = 62.57, SD = 8.53). Child temperament and parent-child relationships were reported by parents. Teacher-child relationships and learning behaviours were reported by teachers. Results from regression analyses accounting for the nesting structure of the data showed that reactivity, parent-child conflict, and teacher-child conflict were negatively, and persistence and teacher-child closeness were positively related to children's learning behaviours. In addition, when the parent-child conflict was at average or high levels, children with higher reactivity displayed lower levels of learning behaviours. The findings highlight that both temperament and relationships with parents and teachers are important for children's learning behaviours.