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http://dx.doi.org/10.13000/JFMSE.2015.27.5.1252

The Relationship among Child's Language Ability, Emotional Regulation and Peer Victimization: The Moderating and Mediating Role of Teacher-Child Conflict Relationship  

LEE, Won-Mi (Kyungsung Childcare Center)
KWON, Yeon-Hee (Pukyoung National University)
Publication Information
Journal of Fisheries and Marine Sciences Education / v.27, no.5, 2015 , pp. 1252-1264 More about this Journal
Abstract
This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.
Keywords
Emotional regulation; Language ability; Peer victimization; Teacher-child relationship;
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Times Cited By KSCI : 4  (Citation Analysis)
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