Exploring the Role of Teacher-Child Relationships in the Longitudinal Associations between Childhood Shyness and Social Functioning at School: A Prospective Cohort Study

Autor/inn/en	Baardstu, S.; Coplan, R. J.; Eliassen, E.; Brandlistuen, R. E.; Wang, M. V.
Titel	Exploring the Role of Teacher-Child Relationships in the Longitudinal Associations between Childhood Shyness and Social Functioning at School: A Prospective Cohort Study
Quelle	In: School Mental Health, 14 (2022) 4, S.984-996 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Baardstu, S.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1866-2625
DOI	10.1007/s12310-022-09518-1
Schlagwörter	Teacher Student Relationship; Preschool Teachers; Foreign Countries; Mothers; Shyness; Age Differences; Play; Peer Relationship; Interpersonal Competence; Young Children; Early Childhood Teachers; Norway + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Ausland; Mother; Mutter; Schüchternheit; Age; Difference; Age difference; Altersunterschied; Spiel; Peer-Beziehungen; Interpersonale Kompetenz; Frühe Kindheit; Early childhood; Early childhood education; Teacher; Teachers; Frühkindliche Bildung; Frühpädagogik; Lehrer; Lehrerin; Lehrende; Norwegen
Abstract	The goal of this study was to explore longitudinally the protective role of relationships with early childhood and education care (ECEC) teachers for shy children's social functioning at age 5 and 8 years. Participants were N = 7343 children from the "Norwegian Mother, Father and Child" (MoBa) study, a prospective longitudinal cohort study in Norway. Measures included maternal rating of child shyness at age 18 months, 3 and 5 years, ECEC teacher ratings of teacher-child relationships and maternal ratings of child peer play behaviors at age 5 years, and teacher ratings of child social competence at age 8 years. We conducted latent moderated-mediation analyses within a SEM framework. Among the results, childhood shyness was negatively associated with social functioning. However, significant indirect and moderation effects were also found, with a pattern suggesting that early positive teacher-child relationships have a buffering influence on shy children's risk for social difficulties. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01