University of Jyväskylä.
University of Eastern Finland.
Child Dev. 2021 Jan;92(1):388-407. doi: 10.1111/cdev.13431. Epub 2020 Aug 8.
This study investigated bidirectional links between the quality of teacher-child relationships and children's interest and pre-academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten year. Children rated their interest in literacy and math, and were tested on their pre-academic skills. Cross-lagged path models indicated that teacher-perceived conflict predicted lower interest and pre-academic skills in both literacy and math. Results were similar for boys and girls. Implications for reducing conflictual patterns of relationships, together with promoting other factors, are discussed.
本研究调查了师幼关系质量与儿童在读写和数学方面的兴趣和学前技能之间的双向关系。此外，还探讨了男孩和女孩之间双向关系模式的差异。参与者为 461 名芬兰幼儿园儿童（6 岁）及其教师（n=48）。教师在整个幼儿园学年中两次报告他们与每个孩子的亲密程度和冲突程度。儿童对读写和数学的兴趣进行评分，并接受学前技能测试。交叉滞后路径模型表明，教师感知到的冲突预测了读写和数学两方面的兴趣和学前技能较低。结果对男孩和女孩都是相似的。讨论了减少冲突关系模式以及促进其他因素的意义。
