Birch S H, Ladd G W
Department of Educational Psychology, University of Illinois at Urbana-Champaign, Champaign 61820, USA.
Dev Psychol. 1998 Sep;34(5):934-46. doi: 10.1037//0012-1649.34.5.934.
Relations between kindergartners' (N = 199; M age = 5 years 6 months) behavioral orientations and features of their 1st-grade teacher-child relationships (i.e., conflict, closeness, dependency) were examined longitudinally. Early behavioral orientations predicted teacher-child relationship quality in that (a) unique associations emerged between children's early antisocial behavior and features of their 1st-grade teacher-child relationships (i.e., negative relation with closeness, positive relation with conflict and dependency) and between asocial behavior and teacher-child dependency, and (b) prosocial behavior was correlated with but not uniquely related to any feature of children's 1st-grade teacher-child relationships. In addition, specific features of the teacher-child relationship (e.g., conflict) predicted changes in children's behavioral adjustment (e.g., decreasing prosocial behavior).
对199名幼儿园儿童（平均年龄5岁6个月）的行为取向与其一年级师生关系特征（即冲突、亲密程度、依赖程度）之间的关系进行了纵向研究。早期行为取向能够预测师生关系质量，具体表现为：（a）儿童早期的反社会行为与其一年级师生关系特征之间呈现出独特的关联（即与亲密程度呈负相关，与冲突和依赖程度呈正相关），非社会行为与师生依赖程度之间也存在这种关联；（b）亲社会行为与儿童一年级师生关系的任何特征都存在相关性，但并非独特相关。此外，师生关系的特定特征（如冲突）能够预测儿童行为调整的变化（如亲社会行为减少）。
