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

作者：Zhang, Xiao^*

来源：Early Childhood Research Quarterly, 2011, 26(2): 192-204.

DOI：10.1016/j.ecresq.2010.09.001

• Mother-child relationships
• Father-child relationships
• Teacher-child relationships
• Preschool experiences
• Social competence

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.

• 出版日期2011-6
• 单位北京师范大学