The consistency of perceived teacher-child relationships between preschool and kindergarten
The consistency of perceived teacher-child relationships between preschool and kindergarten
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DOI：
10.1016/s0022-4405(99)00044-8
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发表时间：
2000-03-01
影响因子：
5
通讯作者：
Peisner-Feinberg, E
中科院分区：
文献类型：
--
作者：
Howes, C;Phillipsen, LC;Peisner-Feinberg, E
在一项为期三年的纵向研究中，研究人员调查了孩子们与老师的关系，这项研究从他们上学前班的倒数第二年开始，一直持续到幼儿园。357名儿童有完整的数据，793名儿童至少有一年的数据。教师报告说，他们与女孩的关系比与男孩的关系更亲密、更依赖。教师对关系质量的认知没有年龄的变化。通径分析表明，幼儿对师生关系质量，尤其是冲突关系质量的认知，从学前到幼儿园是一致的。进一步的路径分析表明，教师对幼儿在学校的社会适应感知从学前到幼儿园是一致的。在控制了性别、母亲教育程度和幼儿保育质量后，幼儿园教师对幼儿社会适应的感知和幼儿园教师对幼儿关系的感知预测了幼儿园教师对幼儿关系的感知。(C) 2000学校心理研究学会。Elsevier Science Ltd.出版。
Children's relationships with their teachers were examined in a three-year longitudinal study beginning in their next-to-last year of preschool and continuing through kindergarten. Three hundred and fifty-seven children had complete data, and 793 children bad at least one year of data. Teachers reported greater closeness and more dependency in their relationships with girls than with boys. There were no age changes in teacher perceptions of relationship quality. Path analysis suggested that perceptions of teacher-child relationship quality, particularly conflictual relationship quality, were consistent from preschool to kindergarten. Further path analysis suggested that teacher perception of children's social adjustment in school was consistent in from preschool to kindergarten. Kindergarten teacher-child relationship perceptions were predicted by preschool teacher perceptions of social adjustment in preschool and by preschool teacher-child relationship perceptions after controlling for gender, maternal education, and preschool child-care quality. (C) 2000 Society for the Study of School Psychology. Published by Elsevier Science Ltd.