The relations between teacher-child relationships in preschool and children's outcomes in kindergarten

被引：16

作者：

Paes, Tanya M. ^{[1
]}

Duncan, Robert ^{[1
]}

Purpura, David J. ^{[1
]}

Schmitt, Sara A. ^{[1
,2
]}

机构：

[1] Purdue Univ, W Lafayette, IN 47907 USA

[2] Univ Oregon, Eugene, OR USA

来源：

JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY | 2023年 / 86卷

关键词：

Teacher-child relationships; Social-emotional competence; Executive function; SCHOOL READINESS; RECIPROCAL RELATIONS; EXECUTIVE FUNCTION; SOCIAL COMPETENCE; STUDENT-TEACHER; DEVELOPMENTAL TRAJECTORIES; EXTERNALIZING BEHAVIOR; SOCIOECONOMIC-STATUS; ELEMENTARY-SCHOOL; ACADEMIC SKILLS;

D O I：

10.1016/j.appdev.2023.101534

中图分类号：

B844 [发展心理学（人类心理学）];

学科分类号：

040202 ;

摘要：

This study examined relations between closeness and conflict in the teacher-child relationship in preschool and children's problem behaviors, social skills, and executive function (EF) in kindergarten, and examined if these relations are moderated by parental education. The study also explored associations between teacher-child closeness and conflict and the subscales of children's problem behaviors and social skills. The sample consisted of 126 preschool children (M = 56.70 months, SD = 3.89). Regression analyses revealed that teacher-child conflict was related to poorer social skills in children (13 = -0.24, p = .020), specifically lower assertion (13 = -0.21, p = .044) and lower engagement (13 = -0.28, p = .002). Additionally, as conflict in the teacher-child relationship increased, EF decreased for children whose parents have a lower level of education, less than a college degree (13 = 0.46, p = .035). Implications for future research are discussed.

引用

页数：11

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