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http://dx.doi.org/10.5934/KJHE.2011.20.3.595

Relationships of Child Effortful Control and Problem Behaviors: The Mediating Role of Teacher-child Relationships  

Kwon, Yeon-Hee (Dept. of Early Childhood Education, Pukyong National University)
Publication Information
Korean Journal of Human Ecology / v.20, no.3, 2011 , pp. 595-609 More about this Journal
Abstract
This study examine the mediating role of teacher-child relationships on children's effortful control and problem behaviors. Boys and girls were analyzed separately. Participants were 221 children(l21 boys, 100 girls; aged 4-5), their mothers and 19 child care teachers. The teachers completed rating scales to measure the perception of teacher-child relationships and the children's problem behaviors. Children's effortful control was rated by the mother's questionnaire. The collected data was analyzed using descriptive statistics, t-tests, Pearson's correlations, and hierarchical multiple regressions. Results indicated that children's effortful control was negatively related to their problem behaviors. In addition, the associations between children's effortful control and their aggressive behaviors were mediated by conflictual teacher-child relationship. Also, the relation of girl's effortful control and her withdrawal behavior was partially mediated by conflictual teacher-child relationship. Finally, the association between boy's effortful control and his withdrawal behavior was mediated by close teacher-child relationship. Results suggest the importance of teacher-child relationships in the context of intervention planning for preschooler's problem behaviors.
Keywords
effortful control; teacher-child relationship; problem behavior;
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Times Cited By KSCI : 4  (Citation Analysis)
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