LINKS BETWEEN PARENT-TEACHER RELATIONSHIPS AND KINDERGARTNERS' SOCIAL SKILLS Do Child Ethnicity and Family Income Matter?
LINKS BETWEEN PARENT-TEACHER RELATIONSHIPS AND KINDERGARTNERS' SOCIAL SKILLS Do Child Ethnicity and Family Income Matter?
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DOI：
10.1086/657652
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发表时间：
2011-03-01
影响因子：
1.7
通讯作者：
Orthodoxou, Yannick J.
中科院分区：
文献类型：
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作者：
Iruka, Iheoma U.;Winn, Donna-Marie C.;Orthodoxou, Yannick J.
本研究利用美国国家早期发展与学习中心（NCEDL）的数据，检验了儿童种族和家庭收入对父母-教师关系和儿童社会技能之间联系的调节作用。这项研究包括481名来自低收入家庭的白人，非洲裔美国人和拉丁美洲儿童。总的来说，父母或教师对他们之间关系的报告没有种族差异。然而，当父母和老师报告说他们有很强的关系时，非裔美国儿童更有可能被评为比白人儿童更有社会能力和更少侵略性。教师报告说，与低收入父母相比，他们与高收入父母的关系更密切，并将低收入家庭的儿童评为社会能力较低，比高收入家庭的儿童更具侵略性。研究结果强调了种族和家庭收入在家长-教师关系和儿童社交技能评级中的独特贡献。
This study uses National Center for Early Development and Learning (NCEDL) data to examine the moderating effects of child ethnicity and family income on the links between parent-teacher relationships and kindergartners' social skills. This study includes 481 Caucasian, African American, and Latino children from low-income households. Overall, there were no ethnic differences in parents' or teachers' reports of their relationships with each other. However, when parents and teachers reported that they had strong relationships, African American children were more likely to be rated as more socially competent and less aggressive than Caucasian children. Teachers reported stronger relationships with higher-income parents than lower-income parents and rated children from lower-income homes as less socially competent and more aggressive than children from higher-income homes. The findings highlight the unique contributions of ethnicity and family income in parent-teacher relationships and ratings of children's social skills.