Gender as a Moderator of the Association between Teacher-Child Relationship and Social Skills in Preschool

Autor/in	Mohamed, Ahmed H. H.
Titel	Gender as a Moderator of the Association between Teacher-Child Relationship and Social Skills in Preschool
Quelle	In: Early Child Development and Care, 188 (2018) 12, S.1709-1723 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1278371
Schlagwörter	Teacher Student Relationship; Preschool Teachers; Preschool Children; Interpersonal Competence; Gender Differences; Foreign Countries; Measures (Individuals); Rating Scales; Conflict; Behavior Problems; Self Control; Cooperation; Oman; Student Teacher Relationship Scale; Social Skills Rating System + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Pre-school age; Preschool age; Child; Children; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Interpersonale Kompetenz; Geschlechterkonflikt; Ausland; Messdaten; Rating-Skala; Konflikt; Selbstbeherrschung; Co-operation; Kooperation
Abstract	The purpose of this study was to examine whether gender would moderate the association between teacher--child relationship and children's social skills in a sample of preschool children. Classroom teachers (N = 32) rated the quality of the teacher--child relationship (Student--Teacher Relationship Scale; STRS) and children's social skills (Social Skills Rating System; SSRS) in a sample of 160 preschool children in Oman. Children's ages ranged from 46 to 70 months with an average of 58 months (SD = 6 months). The hierarchical multiple linear regression analysis showed that the subscales (STRS) and the total score explained 21% of the variance in social skills. Gender was also a significant predictor of children's social skills. Females' close relationship with teachers predicted social skills better than males. Positive correlations were found between teacher--child conflict and both internalizing and externalizing behaviours, and between closeness and SSRS cooperation and self-control. Teacher--child dependence correlated negatively with both cooperation and SSRS total score. An independent-samples t-test showed that girls displayed higher scores than males in SSRS cooperation assertion, SSRS total score, and STRS closeness. Results inform policy-makers and practitioners about the gender disparity issue and the importance of developing positive and healthy teacher--child relationships in preschool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01