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http://dx.doi.org/10.6115/khea.2012.50.5.067

The Mediating and Moderating Effects of Teacher-Child Relationships on Social Behavior and Peer Preference  

Yoon, Soo-Jung (Department of Child & Family Studies, The Catholic University of Korea)
Shin, Yoo-Lim (Department of Child & Family Studies, The Catholic University of Korea)
Publication Information
Journal of the Korean Home Economics Association / v.50, no.5, 2012 , pp. 67-77 More about this Journal
Abstract
The purpose of this study was to investigate the mediating and moderating effects of teacher-child relationships on children's social behavior and peer preference. The participants were 508 children and 28 head teachers of their classes. Teachers measured the children's social behavior and the teacher-child relationships. Peer preference was measured by peer nomination. The association between prosocial behavior and peer preference was partially mediated by teacher-child conflict. The association between withdrawal, aggression and peer preference was fully mediated by teacher-child conflict. The moderating effects of teacher-child conflict were found between prosocial behavior and peer preference. In addition, teacher-child conflict moderated the association between physical aggression and peer preference.
Keywords
peer preference; teacher-child relationships; prosocial behavior; withdrawal; aggression;
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