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Autor/inn/en | Baardstu, S.; Coplan, R. J.; Eliassen, E.; Brandlistuen, R. E.; Wang, M. V. |
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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 |
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 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 |