Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers

Autor/inn/en	Zhang, Xiao; Nurmi, Jari-Erik
Titel	Teacher-Child Relationships and Social Competence: A Two-Year Longitudinal Study of Chinese Preschoolers
Quelle	In: Journal of Applied Developmental Psychology, 33 (2012) 3, S.125-135 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0193-3973
DOI	10.1016/j.appdev.2012.03.001
Schlagwörter	Interpersonal Competence; Longitudinal Studies; Preschool Children; Correlation; Teacher Attitudes; Mothers; Parent Attitudes; Teacher Student Relationship; Prediction; Family Environment; Foreign Countries; China + Suchen Sie Ihr Suchwort? Interpersonale Kompetenz; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Korrelation; Lehrerverhalten; Mother; Mutter; Elternverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Vorhersage; Familienmilieu; Ausland
Abstract	Based on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's teacher-child relationships and social competence in school, and mothers rated the children's social competence at home. The results showed that high closeness and low conflict in teacher-child relationships at three months after preschool entry (T1) predicted children's social competence in school at the end of the first preschool year (T2). T1 teacher-child closeness also predicted social competence at home at the end of the second preschool year (T3). Although early home competence did not predict later school competence, T2 school competence was associated with T3 home competence. Finally, T2 school competence fully mediated the path from T1 teacher-child closeness to T3 home competence. (Contains 3 tables and 2 figures.) (As Provided).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10