File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Parent-child and teacher-child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence

TitleParent-child and teacher-child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence
Authors
KeywordsPreschool experiences
Teacher-child relationships
Social competence
Father-child relationships
Mother-child relationships
Issue Date2011
Citation
Early Childhood Research Quarterly, 2011, v. 26, n. 2, p. 192-204 How to Cite?
AbstractBased on two samples of Chinese preschoolers (Study 1: N= 443; Study 2: N= 118) and their parents and teachers, the present research examined the associations between parent-child and teacher-child relationships, and how the associations were moderated by children's preschool experiences and mediated by their social competence. Using a cross-sectional design, Study 1 showed that children's years of preschool experiences moderated the associations between parent-child and teacher-child relationships. Both father-child and mother-child relationships were associated significantly with teacher-child relationships for the first-year preschoolers, and these associations were mediated fully by children's social competence. For the second- or third-year preschoolers, however, neither father-child nor mother-child relationships correlated significantly with teacher-child relationships. Using a longitudinal design, Study 2 also showed the moderating role of children's preschool experiences in the associations between parent-child and teacher-child relationships. Relationships with mothers were associated significantly with relationships with teachers at 3 months after the children's preschool entrance and, again, this association was mediated fully by children's social competence. In contrast, neither mother-child nor father-child relationships correlated significantly with teacher-child relationships at the end of the first or second preschool year. © 2010 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/230868
ISSN
2015 Impact Factor: 1.73
2015 SCImago Journal Rankings: 1.530

 

DC FieldValueLanguage
dc.contributor.authorZhang, Xiao-
dc.date.accessioned2016-09-01T06:07:02Z-
dc.date.available2016-09-01T06:07:02Z-
dc.date.issued2011-
dc.identifier.citationEarly Childhood Research Quarterly, 2011, v. 26, n. 2, p. 192-204-
dc.identifier.issn0885-2006-
dc.identifier.urihttp://hdl.handle.net/10722/230868-
dc.description.abstractBased on two samples of Chinese preschoolers (Study 1: N= 443; Study 2: N= 118) and their parents and teachers, the present research examined the associations between parent-child and teacher-child relationships, and how the associations were moderated by children's preschool experiences and mediated by their social competence. Using a cross-sectional design, Study 1 showed that children's years of preschool experiences moderated the associations between parent-child and teacher-child relationships. Both father-child and mother-child relationships were associated significantly with teacher-child relationships for the first-year preschoolers, and these associations were mediated fully by children's social competence. For the second- or third-year preschoolers, however, neither father-child nor mother-child relationships correlated significantly with teacher-child relationships. Using a longitudinal design, Study 2 also showed the moderating role of children's preschool experiences in the associations between parent-child and teacher-child relationships. Relationships with mothers were associated significantly with relationships with teachers at 3 months after the children's preschool entrance and, again, this association was mediated fully by children's social competence. In contrast, neither mother-child nor father-child relationships correlated significantly with teacher-child relationships at the end of the first or second preschool year. © 2010 Elsevier Inc.-
dc.languageeng-
dc.relation.ispartofEarly Childhood Research Quarterly-
dc.subjectPreschool experiences-
dc.subjectTeacher-child relationships-
dc.subjectSocial competence-
dc.subjectFather-child relationships-
dc.subjectMother-child relationships-
dc.titleParent-child and teacher-child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.ecresq.2010.09.001-
dc.identifier.scopuseid_2-s2.0-79952645510-
dc.identifier.volume26-
dc.identifier.issue2-
dc.identifier.spage192-
dc.identifier.epage204-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats