Browse > Article
http://dx.doi.org/10.5934/kjhe.2013.22.3.391

The Moderating Effect of Teacher-Child Relationship on the Relation between Problem Behavior and Peer Victimization  

Kwon, Yeon Hee (Department of Early Childhood Education, Pukyong National University)
Publication Information
Korean Journal of Human Ecology / v.22, no.3, 2013 , pp. 391-404 More about this Journal
Abstract
This study examined the moderating role of teacher-child relationship on the relation between children's problem behavior and peer victimization. Participants were 198 children(97 boys, 101 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed the rating scales to measure the children's peer victimization, problem behavior 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 problem behavior had 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' withdrawal behavior and teacher-child closeness predicted boy's peer victimization. Boys' withdrawal behavior, whose teachers demonstrated the lowest level of teacher-child closeness, associated significantly with their peer victimization. Boys' withdrawal and aggressive behavior had significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Findings suggested the importance of teacher-child relationship in the context of intervention planning for peer victimization.
Keywords
peer victimization; problem behavior; teacher-child relationship;
Citations & Related Records
Times Cited By KSCI : 2  (Citation Analysis)
연도 인용수 순위
1 Schwartz, D., Dodge, K. A., & Coie, J. D. (1993). The emergence of chronic peer victimization in boy's play groups. Child Development, 64(6), 1755-1772.   DOI   ScienceOn
2 Seo, M. J., & Kim, K. Y. (2005). Influences of personal variables on children's peer bullying. Journal of the Korean Home Economics Association, 43(4), 187-201.
3 Shaffer, D. R. (2009). Social and personality development(6th ed. pp. 241-283). Wadsworth, Cengage Learning.
4 Shin, Y. L. (2009). The mediating and moderating effects of teacher preference on the relationship between behavior problems and peer victimization. Journal of Korean Home Management Association, 27(5), 115-122.   과학기술학회마을
5 Troop-Gordon, W. & Kopp, J. (2011). Teacher-child relationship quality and children's peer victimization and aggressive behavior in late childhood. Social Development, 20(3), 536-561.   DOI   ScienceOn
6 Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.   DOI   ScienceOn
7 White, K. J., Sherman, M. D. & Jones, K. (1996). Children's perceptions of behavior problem peers: Effects of teacher feedback and peer-reputed status. Journal of School Psychology, 34(1), 53-72.   DOI   ScienceOn
8 Sameroff, A. J. (1993). Models of development ad developmental risk. In C. H. Zeanah (Ed.), Handbook of infant mental health (pp. 3-13). New York: Guilford Press.
9 Lee, J. S. & Yoo, A. J. (1999). Individual risk and social risk as interacting determinants of peer victimization. Korean Journal of Child Studies, 20(3), 107-121.
10 Lee, H. G. & Kim, H. W. (2000). The effects of violence-exposure on school bullying: On the bases of the interactive effects between violenceexposure and psychological variables. Korean Journal of Psychology: Development, 13(1), 95-113.
11 Lerner, R. M. (1998). Theories of human development: Contemporary perspectives. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development(5th ed., pp. 1-24). New York: Wiley & Sons.
12 Ministry of Education (2013). 2013 practical handbook of teacher qualification(p. 75). Seoul: Ministry of education.
13 Monks, C., Smith, P. K. & Swettenham, J. (2005). Psychological correlates of peer victimization in preschool: Social cognitive skills, executive function, and attachment profiles. Aggressive Behavior, 31(6), 571-588.   DOI   ScienceOn
14 Myer, S. S., & Pianta, R. C. (2008). Developmental commentary: individual and contextual influences on student-teacher relationships and children's early problem behavior. Journal of Clinical Child & Adolescent Psychology, 37(3), 600-608.   DOI   ScienceOn
15 Olweus, D. (1991). Bullying/Victim problem among school children: Basic facts and effects of school based intervention program. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression(pp. 411-447). Hillsdale, NJ: Erlbaum.
16 Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32(1), 15-31.   DOI   ScienceOn
17 Pianta, R. C. (2001). Student-Teacher Relationship Scale. Odessa, FL: Psychological Assessment Resources.
18 Hamre, B. & Pianta, R. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.   DOI   ScienceOn
19 Rigby, K., & Slee, P. T. (1991). Bullying among Australian school children: Reported behavior and attitude toward victims. Journal of Social Psychology, 137(3), 357-368.
20 Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child ${\times}$ environment model. Developmental Psychology, 42(6), 1179-1192.   DOI   ScienceOn
21 Hodge, E. A. E. & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76(4), 677-685.   DOI   ScienceOn
22 Hughes, J. N., Cavell, T. A. & Wilson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289-301.   DOI   ScienceOn
23 Hughes, J. N., Luo, W., Kwok, O. & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1-14.   DOI   ScienceOn
24 Kim, H. Y. (2008). Peer group victimization in preschool children: Links with language ability, socioemotional behaviors, parenting behaviors, and teacher-child relationships. Unpublished doctoral dissertation, The Catholic University of Korea, Korea.
25 Kochenderfer, B. J. & Ladd, C. W. (1996). Peer victimization: Manifestations and relations to school adjustment in kindergarten. Journal of School Psychology, 34(3), 267-283.   DOI   ScienceOn
26 Arbeau, K. A., Coplan, R. J. & Weeks, M. (2010). Shyness, teacher-child relationship, and socioemotional adjustment in grade 1. International Journal of Behavioral Development, 34(3), 259-269.   DOI   ScienceOn
27 Kwon, Y. H. (2011). Relationships of child effortful control and problem behaviors: The mediating role of teacher-child relationships. Korean Journal of Human Ecology, 20(3), 595-610.   과학기술학회마을   DOI   ScienceOn
28 LaFreniere, P. J. & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8(4), 369-377.   DOI   ScienceOn
29 Ahn, J. J. & Lee, K. N. (2002). The individual and environment variables that affect victimization by peer harassment among children. Journal of Korean Home Management Association, 20(2), 9-20.
30 Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.   DOI
31 Boivin, M. & Hymel, S. (1997). Peer experiences and social self-perceptions: A sequential model. Developmental Psychology, 33(1), 135-145,   DOI   ScienceOn
32 Brich, S. H. & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.   DOI   ScienceOn
33 Chang, L., Liu, H., Fung, K. Y., Wang, Y., Wen, Z., Li, H. & Farver, A. M. (2007). The mediating and moderating effects of teacher preference on the relations between students' social behaviors and peer acceptance. Merrill-Palmer Quarterly, 53(4), 603-630.   DOI
34 Crick, N. R. & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multiinformant approach. Journal of Consulting and Clinical Psychology, 66(2), 337-347.   DOI   ScienceOn
35 Egan, S. K. & Perry, D. G. (1998). Does low self-regard invite victimization? Developmental Psychology, 34(2), 299-309.   DOI   ScienceOn
36 DeMullar, E. K., Denham, S., Schmidt, M. & Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years: Links from home to school. Developmental Psychology, 36(2), 274-282.   DOI   ScienceOn
37 Doll, B. (1996). Children without friends: Implication for practice and policy. School Psychology Review, 25(2), 165-183.