The Relationship between Shyness and Externalizing Problem in Chinese Preschoolers: The Moderating Effect of Teacher-Child Relationship

Autor/inn/en	Han, Pi Guo; Wu, Yun Peng; Yu, Tian; Xia, Xu Min; Gao, Feng Qiang
Titel	The Relationship between Shyness and Externalizing Problem in Chinese Preschoolers: The Moderating Effect of Teacher-Child Relationship
Quelle	In: Journal of Education and Training Studies, 4 (2016) 3, S.167-173 (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2324-805X
Schlagwörter	Foreign Countries; Teacher Student Relationship; Preschool Children; Preschool Teachers; Psychological Patterns; Behavior Problems; Mothers; Aggression; Attention Span; Gender Differences; Age Differences; Correlation; Conflict; Surveys; Child Behavior; Check Lists; China; Child Behavior Checklist; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? Ausland; Teacher student relationships; Lehrer-Schüler-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Mother; Mutter; Geschlechterkonflikt; Age; Difference; Age difference; Altersunterschied; Korrelation; Konflikt; Survey; Umfrage; Befragung; Checkliste
Abstract	The current study explored the role of teacher-child relationship plays on the relationship between preschooler's shyness level and externalizing problem. The sample consisted of 463 children from 6 preschools of Shandong province in northern China. Mothers reported the shyness level, aggressive behavior, and attention problem of their children, whereas teachers rated the teacher-child relationships. Among the results, the shyness level of girls were significantly higher than that of boys; children's age was significantly and negatively correlated with parents' rating of child shyness, aggressive behavior, and attention problem; shyness was associated with more aggressive behaviors, more attention problems, higher teacher-child dependence, higher teacher-child conflict, and lower teacher-child closeness. The aggressive behavior was associated with higher teacher-child dependence and higher teacher-child conflict. Teacher-child closeness moderated the relationship between shyness and externalizing problem (including aggressive behavior and attention problem). Teacher-child dependency moderated the relationship between shyness and aggressive behavior. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01