The teacher-child relationship and children's early school adjustment
The teacher-child relationship and children's early school adjustment
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DOI：
10.1016/s0022-4405(96)00029-5
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发表时间：
1997-03-01
影响因子：
5
通讯作者：
Ladd, GW
中科院分区：
文献类型：
--
作者：
Birch, SH;Ladd, GW
师生关系可能为幼儿尝试适应学校环境提供重要的支持功能 幼儿园儿童样本（N = 206，平均年龄 = 5.58 岁）及其老师参与了本研究，旨在探讨师生关系的三个不同特征（亲密、依赖和冲突）如何与儿童学校适应的各个方面相关 师生关系中的依赖与学校适应困难（包括学业成绩较差）密切相关表现、更消极的学校态度以及更少积极参与学校环境。此外，教师评价的冲突与教师对儿童学校喜好、逃避学校、自我导向和课堂合作参与的评价有关。最后，师生亲密程度与孩子的学习成绩以及教师对学校的喜好和自我导向的评分呈正相关。研究结果强调了在检查幼儿的学校适应情况时考虑儿童与课堂教师关系的各种特征的重要性。 (C) 1997 年学校心理学研究会。
The teacher-child relationship may serve important support functions for young children in their attempts to adjust to the school environment A sample of kindergarten children (N = 206, mean age = 5.58 years) and their teachers participated in the present study, which was designed to examine how three distinct features of the teacher-child relationship (closeness, dependency, and conflict) were related to various aspects of children's school adjustment Dependency in the teacher-child relationship emerged as a strong correlate of school adjustment difficulties, including poorer academic performance, more negative school attitudes, and less positive engagement with the school environment. In addition, teacher-rated conflict was associated with teachers' ratings of children's school liking, school avoidance, self-directedness, and cooperative participation in the classroom. Finally, teacher-child closeness was positively linked with children's academic performance, as well as teachers' ratings of school liking and self-directedness. The findings highlight the importance of considering various features of children's relationships with classroom teachers when examining young children's school adjustment. (C) 1997 Society for the Study of School Psychology.