Palermo Francisco, Hanish Laura D, Martin Carol Lynn, Fabes Richard A, Reiser Mark
School of Social and Family Dynamics, Program in Family and Human Development, Arizona State University, Box 873701, Tempe, AZ 85287-3701, United States.
Early Child Res Q. 2007 Oct 1;22(4). doi: 10.1016/j.ecresq.2007.04.002.
We examined the role of the teacher-child relationship quality (close, dependent, and conflictive) on preschoolers' ( = 95) academic readiness for kindergarten, and we tested children's prosocial and aggressive behavior and peer group exclusion as mediators of this relation. A unique feature of this study is the ethnically and socio-economically diverse preschool-aged sample. The association between close teacher-child relationships and academic readiness was partially mediated by prosocial behavior and peer group exclusion. There was also evidence of a transactional association between close teacher-child relationships and children's behavior. Additionally, children's behavior and peer group exclusion mediated the relation between negative teacher-child relationships (dependent and conflictive) and academic readiness. The findings suggest that teacher training, education, and support for establishing close teacher-child relationships may maximize preschoolers' academic readiness by promoting social adaptation.
我们考察了师生关系质量（亲密、依赖和冲突）对95名学龄前儿童进入幼儿园的学业准备情况的作用，并检验了儿童的亲社会行为、攻击性行为以及同伴排斥作为这种关系的中介变量。本研究的一个独特之处在于样本为来自不同种族和社会经济背景的学龄前儿童。亲密的师生关系与学业准备之间的关联部分是由亲社会行为和同伴排斥介导的。也有证据表明亲密的师生关系与儿童行为之间存在相互影响的关联。此外，儿童行为和同伴排斥介导了负面师生关系（依赖和冲突）与学业准备之间的关系。研究结果表明，通过促进社会适应，针对建立亲密师生关系的教师培训、教育和支持可能会使学龄前儿童的学业准备达到最大化。
