Research Unit School Psychology and Child and Adolescent Development, KU Leuven, Belgium.
Attach Hum Dev. 2012;14(3):233-48. doi: 10.1080/14616734.2012.672263.
This study tested the unique and joint effects of three significant relationships in young children's social lives, namely their relationships with mother, teacher, and peers, on three dimensions of self-concept (general, academic, and social). A sample of 113 children participated. Mother-child attachment quality was observed in preschool. In first grade, teacher ratings of teacher-child relationship quality, peer ratings of peer acceptance, and child reports of self-concept were administered. The results revealed domain-specific links between social relationships and self-concept dimensions. Specifically, academic self-concept related to teacher-child relationship quality, social self-concept to peer acceptance, and general self-concept to the quality of attachment to mother. Moreover, an indirect effect was revealed of earlier mother-child attachment quality on the academic dimension of self through its effect on current adult-child relationships in school. This way, the study uncovered the pathways through which significant social relationships shape the formation of young children's self-concept.
本研究检验了幼儿社会生活中三种重要关系（即与母亲、教师和同伴的关系）在三个自我概念维度（一般自我概念、学业自我概念和社会自我概念）上的独特和共同影响。研究样本包括 113 名儿童。在学前阶段观察了母子依恋质量。在一年级，教师评估了师幼关系质量、同伴评估了同伴接纳程度，以及儿童自我报告了自我概念。结果显示，社会关系与自我概念维度之间存在特定领域的联系。具体而言，学业自我概念与师幼关系质量有关，社会自我概念与同伴接纳程度有关，一般自我概念与对母亲依恋的质量有关。此外，还揭示了早期母子依恋质量通过其对当前学校中成人-儿童关系的影响，对学业自我概念维度的间接影响。通过这种方式，本研究揭示了重要的社会关系塑造幼儿自我概念形成的途径。
