The associations of emotion knowledge and teacher-child relationships to preschool children's school-related developmental competence
The associations of emotion knowledge and teacher-child relationships to preschool children's school-related developmental competence
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DOI：
10.1016/j.appdev.2007.12.001
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发表时间：
2008-03-01
影响因子：
3
通讯作者：
Waajid, Badiyyah
中科院分区：
文献类型：
--
作者：
Garner, Pamela W.;Waajid, Badiyyah
这项研究考察了情感知识和师生关系变量对学校能力的相对贡献。 74 名经济和种族多样化的学龄前儿童（40 名男孩，34 名女孩）完成了情感知识任务和标准化学校能力测量。班主任及其助理对孩子们的学习能力进行了评分，并报告了他们与每个孩子的关系质量。考虑到人口统计学变量后，情感知识与儿童在标准化学校能力衡量中的表现直接相关。然而，教师报告的孩子们的学校能力是通过积极和消极的师生关系变量来预测的。师生亲密程度与教师报告的学校能力之间的关联是由情感知识调节的。 (C) 2007 Elsevier Inc. 保留所有权利。
This study examined the relative contributions of emotion knowledge and teacher-child relational variables to school competence. Seventy-four economically and ethnically diverse preschoolers (40 boys, 34 girls) completed an emotion knowledge task and a standardized school competence measure. Classroom teachers and their assistants rated the children's school competence and reported on the quality of their relationships with each child. After accounting for demographic variables, emotion knowledge was directly associated with children's performance on the standardized school competence measure. However, teacher-reported school competence of the children was predicted by both positive and negative teacher-child relationship variables. The association between teacher-child closeness and teacher-reported school competence was mediated by emotion knowledge. (C) 2007 Elsevier Inc. All rights reserved.