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Article: Teacher-child relationships and social competence: A two-year longitudinal study of Chinese preschoolers

TitleTeacher-child relationships and social competence: A two-year longitudinal study of Chinese preschoolers
Authors
KeywordsHome
Chinese children
Cross-system generalization
Teacher-child relationships
School
Social competence
Issue Date2012
Citation
Journal of Applied Developmental Psychology, 2012, v. 33, n. 3, p. 125-135 How to Cite?
AbstractBased on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's teacher-child relationships and social competence in school, and mothers rated the children's social competence at home. The results showed that high closeness and low conflict in teacher-child relationships at three months after preschool entry (T1) predicted children's social competence in school at the end of the first preschool year (T2). T1 teacher-child closeness also predicted social competence at home at the end of the second preschool year (T3). Although early home competence did not predict later school competence, T2 school competence was associated with T3 home competence. Finally, T2 school competence fully mediated the path from T1 teacher-child closeness to T3 home competence. © 2012 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/230896
ISSN
2015 Impact Factor: 1.4
2015 SCImago Journal Rankings: 0.820

 

DC FieldValueLanguage
dc.contributor.authorZhang, Xiao-
dc.contributor.authorNurmi, Jari Erik-
dc.date.accessioned2016-09-01T06:07:05Z-
dc.date.available2016-09-01T06:07:05Z-
dc.date.issued2012-
dc.identifier.citationJournal of Applied Developmental Psychology, 2012, v. 33, n. 3, p. 125-135-
dc.identifier.issn0193-3973-
dc.identifier.urihttp://hdl.handle.net/10722/230896-
dc.description.abstractBased on a two-year and three-wave longitudinal sample of 118 Chinese preschoolers, the present study examined the cross-lagged associations between teacher-child relationships and social competence, and the cross-system generalization of social competence between home and school. At each of the three waves, teachers rated the children's teacher-child relationships and social competence in school, and mothers rated the children's social competence at home. The results showed that high closeness and low conflict in teacher-child relationships at three months after preschool entry (T1) predicted children's social competence in school at the end of the first preschool year (T2). T1 teacher-child closeness also predicted social competence at home at the end of the second preschool year (T3). Although early home competence did not predict later school competence, T2 school competence was associated with T3 home competence. Finally, T2 school competence fully mediated the path from T1 teacher-child closeness to T3 home competence. © 2012 Elsevier Inc.-
dc.languageeng-
dc.relation.ispartofJournal of Applied Developmental Psychology-
dc.subjectHome-
dc.subjectChinese children-
dc.subjectCross-system generalization-
dc.subjectTeacher-child relationships-
dc.subjectSchool-
dc.subjectSocial competence-
dc.titleTeacher-child relationships and social competence: A two-year longitudinal study of Chinese preschoolers-
dc.typeArticle-
dc.description.natureLink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.appdev.2012.03.001-
dc.identifier.scopuseid_2-s2.0-84863206369-
dc.identifier.volume33-
dc.identifier.issue3-
dc.identifier.spage125-
dc.identifier.epage135-

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