Psychological Development and Education ›› 2024, Vol. 40 ›› Issue (1): 44-54.doi: 10.16187/j.cnki.issn1001-4918.2024.01.05

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The Effect of Teacher-student Relationship on Social Competence with Peers for Students with Intellectual Disabilities: A Moderated Mediation Model

TIAN Huidong1, ZHANG Yuhong1,2, SUN Haoxiang1, LI Ying1, Hanixia1   

  1. 1. College of Education Science, Xinjiang Normal University, Urumqi 830054;
    2. Center for Teacher Education Research in Xinjiang, Urumqi 830054
  • Published:2024-02-20

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Abstract: To investigate the relationship between teacher-student relationship, social competence with peers, self-control in students with intellectual disabilities, totally 384 students with intellectual disabilities were recruited to participate in this study. Their teachers completed Social Competence with Peers Scale, Teacher-student Relationship Scale and Self-control Scale. The results indicated that: (1) In the teacher-student relationship, conflict and dependency negatively predicted the social competence with peers of students with intellectual disabilities, while closeness had a positive predicting effect; (2) Self-control played a mediating role between teacher-student relationships and social competence with peers; (3) The mediating effect of self-control on teacher-student conflict and social competence with peers was moderated by gender. These findings provide a new perspective for schools and parents to cultivate social competence with peers of students with intellectual disabilities.

Key words: teacher-student relationship, students with intellectual disabilities, social competence with peers, self-control ability

CLC Number: 

  • B844
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