Relationships between the ?eacher-Child Conflict and Children's Problem Behaviors in the Cultural Context of Chinese Preschools

Autor/inn/en	Hu, Bi Ying; Ren, Lixin; Wu, Zhongling; Chen, Jiani; He, Jinbo
Titel	Relationships between the ?eacher-Child Conflict and Children's Problem Behaviors in the Cultural Context of Chinese Preschools
Quelle	In: School Psychology Review, 51 (2022) 5, S.538-554 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (He, Jinbo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0279-6015
DOI	10.1080/2372966X.2020.1827678
Schlagwörter	Teacher Student Relationship; Behavior Problems; Student Behavior; Preschool Children; Foreign Countries; Conflict; Bullying; Psychological Patterns; Social Emotional Learning; Professional Development; China + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Student behaviour; Schülerverhalten; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Ausland; Konflikt; Mobbing
Abstract	This study used a cross-lagged design to examine the longitudinal relations between teacher-child conflict and children's problem behavior during the preschool years based on a stratified sample of 515 Chinese preschool children. Children's problem behavior was reported by parents, and teachers rated their levels of conflict with children. Results showed that children's externalizing problems and hyperactivity/inattention had unidirectional effects on teacher-child conflict during some of the time points, supporting the child-driven model. However, teacher-child conflict had unidirectional effects on children's bullying problems, supporting the relationship-driven model. No transactional associations were found between children's behavioral problems and teacher-child conflict. The findings suggest that the nature of the relations between teacher-child conflict and children's problem behavior depends on the specific types of behavior under consideration. To promote Chinese preschool children's social-emotional functioning, teacher preparation and professional development programs should provide teachers with strategies to build quality relationships with children and manage children's problem behavior effectively. Impact Statement: (1) Preschool children's externalizing problems and hyperactivity/inattention had unidirectional effects on teacher-child conflict in a Chinese context; (2) Teacher-child conflict had unidirectional effects on children's bullying problems; and (3) The relations between teacher-child conflict and children's problem behavior vary depending on the specific types of behavior under consideration. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01