Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten
Emotional Support Consistency and Teacher-Child Relationships Forecast Social Competence and Problem Behaviors in Prekindergarten and Kindergarten
复制标题
DOI：
10.1080/10409289.2014.866020
复制
发表时间：
2014-07-01
影响因子：
2.9
通讯作者：
Curby, Timothy W.
中科院分区：
文献类型：
--
作者：
Brock, Laura L.;Curby, Timothy W.
教师对冲突和亲密度的评价以及观察到的情感支持是儿童社会功能的已知预测因素。情感支持的一致性代表了一个新兴的研究方向。本研究的目的是了解教师情感支持的一致性与儿童行为之间的关系是否通过师幼关系来中介。性别的作用也被考虑在内。本研究采用MPlus量表，考察了幼儿园情绪支持一致性对幼儿社会能力和问题行为的间接影响。结果扩展到幼儿园，以测试幼儿园前的社会环境和儿童行为在幼儿园一年之间的持久关联。多组模型研究性别差异。研究结果：对694个学前班班级的观察表明，教师情感支持的一致性通过学前班和幼儿园师生关系中的冲突对社会能力和问题行为产生间接影响。通过冲突对学前问题行为的间接影响对男孩来说更强。对于亲密度，所有的结果都是显着的问题行为在幼儿园一年的间接影响除外。实践或政策：幼儿园教师情感支持的一致性通过师幼关系对幼儿园前期和随后一年的行为产生间接影响。提高教师情感支持的一致性可能是加强师幼关系的途径之一。
Teachers' ratings of conflict and closeness as well as observed emotional support are known predictors of children's social functioning. Consistency in emotional support represents an emerging line of research. The goal of the present study is to understand whether the relation between the consistency of teachers' emotional support and children's behavior is mediated by teacher-child relationships. The role of gender is also considered. Using MPlus, the present study examines the indirect effect of emotional support consistency in prekindergarten on children's social competence and problem behaviors. Outcomes are extended to kindergarten to test the lasting association between the prekindergarten social environment and child behavior in the kindergarten year. Multigroup models examine gender differences. Research Findings: Observations of 694 prekindergarten classrooms revealed that teachers' emotional support consistency had an indirect effect on social competence and problem behavior through conflict in the teacher-child relationship in prekindergarten and kindergarten. The indirect effect on prekindergarten problem behaviors through conflict was stronger for boys. For closeness, all outcomes were significant with the exception of the indirect effect on problem behaviors in the kindergarten year. Practice or Policy: Consistency in prekindergarten teachers' emotional support has an indirect effect on children's behavior in prekindergarten and the following year in kindergarten through teacher-child relationships. Improving teachers' emotional support consistency may be 1 avenue for strengthening teacher-child relationships.