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http://dx.doi.org/10.14698/jkcce.2014.10.5.025

The Moderating Effect of Teacher-Child Relationship on the Relation between Child's Shyness and Peer Victimization  

Kwon, Yeon Hee (부경대학교 유아교육과)
Publication Information
Korean Journal of Childcare and Education / v.10, no.5, 2014 , pp. 25-45 More about this Journal
Abstract
This study examined the moderating role of teacher-child relationship on the relation between children's shyness and peer victimization. Participants were 200 children(97 boys, 103 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed rating scales to measure the children's peer victimization, shyness and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's shyness had a positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' shyness and teacher-child closeness predicted boys' peer victimization. Boys' shyness, whose teachers demonstrated the lowest level of teacher-child closeness, was significantly associated with their peer victimization. Boys' shyness had a significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Results are discussed in terms of the role of teachers to shy boys' peer victimization.
Keywords
shyness; teacher-child relationship; peer victimization;
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Times Cited By KSCI : 5  (Citation Analysis)
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