• Korean Journal of Human Ecology
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• v.12 no.5
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• pp.659-668
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• 2003

The purpose of this study was to investigate the effect of children's peer-relationship and teacher-child relationship on the social competence. The subject of this study consisted of 115 children aged $4{\sim}5$ attending child care centers in Jeon-ju. Peer-relationship was assessed by the peer nomination measure. The teacher-child relationship and the social competence were evaluated by teacher's questionnaire. The results of this study were as follows : There were significant differences according to sex in teacher-child relationship and social competence. Social competences differed among popular, rejected and neglected children's groups. Teacher-child relationship significantly related with the social competence : The intimacy was positively and the conflict negatively related with the social competence. Intimacy, conflict, anxiety of teacher-child relationship accounted for 58% of the social competence variance. Intimacy of teacher-child relationship appeared to be the most important variable.

• Journal of the Korean Home Economics Association
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• v.49 no.8
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• pp.1-12
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• 2011

This study was designed to examine the effect of five years old boys' and girls' self-concept and leadership on the teacher-child relationship. The participants were 51 boys and 64 girls who were five years old in Jeonrabukdo. The results were as follows. First, in the case of the boys, there was significant relationship between their self concept of language, the parent relationship and an intimate teacher-child relationship. The self-concept of body and the teacher-child relationship of conflict were positively correlated. In the case of the girls, there were significant relationships between the self concept of body, language, the parent relationship, friends' relationship and the general and intimate teacher-child self-concept. The self-concept of mathematics and conflictive teacher-child relation were positively correlated. Second, there were significant relationships among the sub variable of leadership and an intimate teacher-child relationship. However, prosocial leadership, directedness and a conflictive teacher-child relationship were negatively correlated in the case of the boys. Third, the teacher-child relationship was affected by leadership more than the self concept, and prosocial leadership was highly related in boys and girls.

• Korean Journal of Child Studies
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• v.31 no.2
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• pp.1-15
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• 2010

The purpose of this study was to analyze the teacher-child relationship as it is self-conceived by teachers in regards to children's peer-competence and self-regulation and to also examine how the teacher-child relationship affects peer-competence and self-regulation. 17 teachers were surveyed using the Student-Teacher Relationship Scale, Peer-Competence Scale and Self-Regulation Scale in regard to approximately 270 children (aged 4-5 years old). Our results indicated that the pro-sociality, sociality, and leadership qualities of child peer-competence correlated positively with the friendliness of teacher-child relationships but correlated negatively in cases of conflicts within the teacher-child relationship. The factors of self-appraisal, self-determination and behavior inhibition of child self-regulation were found to be positively related with the friendliness of teacher-child relation but related negatively with presence of the conflict within the teacher-child relationship. It was also found that sociable and self-determinative children tended to be on more friendly terms with teachers.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.5
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• pp.1252-1264
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• 2015

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.

• Human Ecology Research
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• v.54 no.3
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• pp.321-332
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• 2016

This study clarified the maintenance of relationship between children and teachers based on longitudinal data and explored the latent classes. It clarified the latent classes connection with the children's peer play interaction. The subjects of this study were 194 children (aged 3) who attended 11 different kindergartens and daycare centers. We collected data three times (once every 6 months) until they reached age 4. The results of this study were: first, closeness, conflict, and dependence of child-teacher relationship that showed a continuous short-term connection. Second, we classified the child-teacher relationship into three groups according to longitudinal data. Those groups were, 'low level maintenance group' which had the lowest conflict and dependence compared to the highest closeness with teacher, 'middle level maintenance group' which had the teacher relationship in the middle level of the sub element area, and 'high level maintenance group' which showed high conflict and dependence compared to low closeness with the teacher. Third, the group which maintains a longitudinal high conflict.dependence showed more interruption and disruption behavior than the group which maintained a low conflict and dependence. In conclusion, the child-teacher relationship seemed to be the steady characteristic because it showed the early formation of a stable relationship. It was possible to predict the child's peer interaction through an early child-teacher relationship. Teachers need to be educated by the kindergarten and daily care center because the early formation of a child-teacher relationship can be the foundation of child's later peer and teacher relationships.

• Korean Journal of Human Ecology
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• v.22 no.3
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• pp.391-404
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• 2013

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.

• Human Ecology Research
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• v.52 no.5
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• pp.529-539
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• 2014

The purpose of this study was to analyze the effects of the teacher-child relationship and child's perception of the psychological control of teachers on a child's aggression. A total of 216 4th graders from Dongjak-gu and Gwanak-gu, Seoul, participated in this study. A multiple regression analysis and Pearson's correlation analysis were performed using the SPSS ver. 18.0 program. The results were as follows: first, there was a meaningful relationship between a teacher-child relationship, the teacher's psychological control and the child's aggression. Second, closeness between the teacher and the child could reduce the child's overt and relational aggression, while conflicts between the teacher and the child could increase the child's overt, relational, and overall aggression. The teacher's blame, limit of the child's self-expression, and guilt induction could increase the child's overt aggression. Further, the teacher's withdrawal of affection, emotional disapproval, blame, and limit of self-expression could increase the child's relational aggression. In particular, the teacher's blame appeared to influence both the child's overt aggression and the child's overall aggression, and the teacher's withdrawal of affection appeared to influence the child's relational aggression. These results suggest that the relationship between a teacher and a child is a matter of mutual contribution. In other words, the better the teacher-student relationship is, the greater is the decrease in the child's aggression. This study provides the basic data for the development of an aggression prevention program for elementary school children.

• The Korean Journal of Community Living Science
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• v.28 no.1
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• pp.155-165
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• 2017

This study examined the mediating effects of self-esteem on the teacher-young child relationship and self-regulation ability of young children. A survey was conducted on a random sample of 252 young children aged 3-5 years attending a nursery in Gwang-ju, Korea. Based on the data, Person's correlations between variables were analyzed, and hierarchical regression analyses were conducted to identify the direct and indirect effects of the teacher-young child relationship and self-esteem on the self-regulation ability of the young children. First, there were positive correlations among the teacher-young child relationship (intimacy) and self-esteem as well as self-regulation ability. There were negative correlations among the teacher-young child relationship (conflict, dependence) and self-esteem as well as self-regulation ability. Second, self-esteem partially mediated the correlation between the teacher-young child relationship and self-regulation ability. The results suggest that self-esteem may affect the self-regulation ability of young children as a mediating response to the teacher-young child relationship.

• The Korean Journal of Community Living Science
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• v.27 no.1
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• pp.5-17
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• 2016

The purpose of this study was to examine the mediating effects of young children's shyness on the relationship between teacher-children relationship and young children's social competence. The subjects of the study were 270 children from three years to five years old and their teachers in Busan. Frequency, t-test, Cronbach ${\alpha}$, Pearson's correlation coefficients, and hierarchial regression were used for data analysis. The results were as follows: first, teacher-children intimacy showed positive correlation with the young children's social competence. Teacher-children conflict showed negative correlation with the young children's social competence. Second, teacher-children intimacy showed negative correlation with the young children's shyness. Teacher-children conflict showed positive correlation with the young children's shyness. Third, young children's shyness showed negative correlation with the young children's social competence. Fourth, young children's shyness had partial mediating effects on the relationship between teacher-children intimacy and young children's sociability. Young children's shyness had partial mediating effects on the relationship between teacher-children intimacy and young children's popularity and leadership. Young children's shyness had partial mediating effects on the relationship between teacher- children conflict and young children's sociability. Young children's shyness had partial mediating effects on the relationship between teacher-children conflict and young children's popularity and leadership.

• Human Ecology Research
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• v.53 no.3
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• pp.241-251
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• 2015

This study examined the effect of preschooler's emotional intelligence, child-teacher relationships (intimacy, conflict and dependency) on children's social competence. A sample of 269 children (142 boys and 127 girls) aged 3 to 6 in Seoul or Gyeonggi-do participated in the Emotional Intelligence Scale, the Child-Teacher Relationships Scale and Social Competence Scale by teachers. Descriptive statistics, t -test, Pearson's correlation analysis and regression analysis analyzed data via SPSS ver. 20.0. This study followed a mediated effect model. The results showed that: (1) The emotional intelligence of girls was significantly higher than boys. However, the child-teacher relationship and children's social competence had no significant difference relationship to gender. (2) There was a mediating effect of child-teacher relationships between preschooler's emotional intelligence and social competence. The effect of emotional intelligence on social competence was partially mediated by intimate relationship, conflict relationship and dependency relationship. The degree of mediating effect was investigated in regards to conflict relationship, dependency relationship and intimate relationship. This study demonstrated that child-teacher relationships mediate the relationship between emotional intelligence and social competence of preschoolers.