意大利学龄前儿童的社会情感能力、师生关系质量与同伴接纳之间的联系。
Links Among Italian Preschoolers' Socio-Emotional Competence, Teacher-Child Relationship Quality and Peer Acceptance.
作者信息
Sette Stefania, Spinrad Tracy, Baumgartner Emma
机构信息
Arizona State University, Tempe, Arizona.
出版信息
Early Educ Dev. 2013;24(6):851-864. doi: 10.1080/10409289.2013.744684.
Abstract
The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to peer likability.
摘要
本研究的目的是在一组意大利学龄前儿童样本（46名男孩；42名女孩）中，考察师生关系质量（亲密、冲突和依赖）、儿童的社会行为以及同伴喜爱度之间的关系。幼儿园教师对师生关系质量和儿童的社会行为（即社会能力、愤怒攻击和焦虑退缩）进行了评估。同伴评定的喜爱度通过社会测量程序进行测量。结果表明，冲突性的师生关系与高攻击性行为有关，而依赖性的师生关系与儿童的焦虑退缩呈正相关。此外，我们发现亲密的师生关系质量通过儿童的社会能力与同伴喜爱度之间存在间接关联。研究结果提供了证据，表明师生关系对儿童的社会行为至关重要，并且社会能力与同伴喜爱度有着独特的关联。
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