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- Publisher Website: 10.1016/j.ecresq.2010.09.001
- Scopus: eid_2-s2.0-79952645510
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Article: Parent-child and teacher-child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence
Title | Parent-child and teacher-child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence |
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Authors | |
Keywords | Preschool experiences Teacher-child relationships Social competence Father-child relationships Mother-child relationships |
Issue Date | 2011 |
Citation | Early Childhood Research Quarterly, 2011, v. 26, n. 2, p. 192-204 How to Cite? |
Abstract | Based 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 Identifier | http://hdl.handle.net/10722/230868 |
ISSN | 2023 Impact Factor: 3.2 2023 SCImago Journal Rankings: 1.569 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Zhang, Xiao | - |
dc.date.accessioned | 2016-09-01T06:07:02Z | - |
dc.date.available | 2016-09-01T06:07:02Z | - |
dc.date.issued | 2011 | - |
dc.identifier.citation | Early Childhood Research Quarterly, 2011, v. 26, n. 2, p. 192-204 | - |
dc.identifier.issn | 0885-2006 | - |
dc.identifier.uri | http://hdl.handle.net/10722/230868 | - |
dc.description.abstract | Based 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.language | eng | - |
dc.relation.ispartof | Early Childhood Research Quarterly | - |
dc.subject | Preschool experiences | - |
dc.subject | Teacher-child relationships | - |
dc.subject | Social competence | - |
dc.subject | Father-child relationships | - |
dc.subject | Mother-child relationships | - |
dc.title | Parent-child and teacher-child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1016/j.ecresq.2010.09.001 | - |
dc.identifier.scopus | eid_2-s2.0-79952645510 | - |
dc.identifier.volume | 26 | - |
dc.identifier.issue | 2 | - |
dc.identifier.spage | 192 | - |
dc.identifier.epage | 204 | - |
dc.identifier.isi | WOS:000290010400005 | - |
dc.identifier.issnl | 0885-2006 | - |