Zhu Jingjing, Yin Xiaoqi, Li Xiaoyun, Dong Xinyi, Zou Shiyao, Li Yan
Early Childhood Education College, Shanghai Normal University, Shanghai, China.
Front Psychiatry. 2023 Jun 2;14:1149319. doi: 10.3389/fpsyt.2023.1149319. eCollection 2023.
This study aimed to explore the moderating role of teacher-child relationships in the relations between social avoidance and social adjustment (i.e., prosocial behavior, peer exclusion, and anxious-fearful behavior) in Chinese migrant preschoolers.
Participants were 148 migrant children aged 4-6 years (82 boys, = 62.32, = 6.67) attending kindergartens in Shanghai, People's Republic of China. Mothers reported children's social avoidance, and teachers rated teacher-child relationships and children's social adjustment.
Results indicated that social avoidance was positively related to peer exclusion and negatively related to prosocial behavior. Teacher-child relationships moderated those associations. Specifically, teacher-child closeness buffered the relationship between social avoidance and peer exclusion, whereas teacher-child conflict exacerbated the relations between social avoidance and peer exclusion and anxious-fearful behavior.
The current finding informs us of the importance of improving teacher-child closeness and reducing teacher-child conflict to buffer the negative adjustment among socially avoidant young children who migrated from rural-to-urban China. The findings also highlight the importance of considering the meaning and implication of social avoidance for migrant preschoolers in Chinese culture.
本研究旨在探讨师生关系在中国流动学前儿童社交回避与社会适应（即亲社会行为、同伴排斥和焦虑恐惧行为）之间关系中的调节作用。
研究对象为148名4至6岁的流动儿童（82名男孩，平均年龄 = 62.32个月，标准差 = 6.67个月），他们在中国上海的幼儿园就读。母亲报告孩子的社交回避情况，教师对师生关系和孩子的社会适应进行评分。
结果表明，社交回避与同伴排斥呈正相关，与亲社会行为呈负相关。师生关系调节了这些关联。具体而言，师生亲密程度缓冲了社交回避与同伴排斥之间的关系，而师生冲突加剧了社交回避与同伴排斥以及焦虑恐惧行为之间的关系。
当前研究结果让我们认识到改善师生亲密程度和减少师生冲突对于缓冲从中国农村迁移到城市的社交回避幼儿的负面适应情况的重要性。研究结果还凸显了在中国文化背景下考虑社交回避对流动学前儿童的意义和影响的重要性。
