Psychological Development and Education ›› 2014, Vol. 30 ›› Issue (6): 624-634.

Previous Articles     Next Articles

The Associations between Mother-child Relationship, Teacher-child Relationship and Social Adaptive Behaviors for Preschool Migrant Children

LI Yan-fang1,2, XU Liang-yuan1,2, LV Ying1,2, LIU Li-jun1,2, WANG Yun1,2   

  1. 1. School of Brain and Cognitive Sciences, National Key Laboratory of Cognitive Neuroscience and Learning, Beijing Normal University, Beijing 100875;
    2. National Innovation Center for Assessment of Basic Education Quality, Beijing 100875
  • Online:2014-11-15 Published:2014-11-15

PDF (PC)

Abstract: Mother-child relationship and teacher-child relationship play key roles in children's early social adaptation. Based on the data of 271 rural migrant children and 552 urban children in Beijing, the present study investigated the associations between mother-child relationship, teacher-child relationship and preschool migrant children's social adaptive behaviors (including social competence, externalizing and internalizing problem behaviors). The results showed that:(1) Compared to the urban children, migrant children experienced lower level of mother-child closeness, while the two groups had no difference in mother-child conflict, teacher-child closeness and conflict. (2) The association between mother-child relationship and social adaptive behaviors showed no difference between migrant children and urban children. Mother-child closeness and conflict significantly predicted children's social competence and problem behaviors; teacher-child closeness was a significant predictor for urban and migrant children's social competence, also for migrant children's internalizing problem behaviors. (3) Teacher-child relationship showed moderating role in the associations between mother-child relationship and social adaptive behaviors especially for migrant children. Lower teacher-child conflict buffered the negative effects of mother-child conflict on migrant children's social competence; higher teacher-child closeness attenuated the negative effects of mother-child conflict on migrant children's internalizing problem behaviors.

Key words: preschool migrant children, mother-child relationship, teacher-child relationship, social competence, problem behaviors

CLC Number: 

  • B844.1

Aiken, L. S., & West, S. G. (1991).Multiple regression:Testing and interpreting interactions.Newbury Park, CA:Sage.

Ainsworth, M. D. S. (1989). Attachments beyond infancy.American Psychologist,44(4), 709-716.

Anderson, K. E., Lytton, H., & Romney, D. M. (1986). Mothers' interactions with normal and conduct-disordered boys:Who affects whom?.Developmental Psychology,22(5), 604-609.

Aulakh, P. S., & Gencturk, E. F. (2000). International principal-agent relationships:Control, governance and performance.Industrial Marketing Management,29(6), 521-538.

Barnas, M. V., & Cummings, E. M. (1994). Caregiver stability and toddlers' attachment-related behavior towards caregivers in day care.Infant Behavior and Development,17(2), 141-147.

Bergin, C., & Bergin, D. (2009). Attachment in the classroom.Educational Psychology Review,21(2), 141-170.

Birch, S. H., & Ladd, G. W. (1998). Children's interpersonal behaviors and the teacher-child relationship.Developmental psychology,34(5), 934-946.

Bronfenbrenner, U. (1979).The ecology of human development:Experiments by nature and design. Cambridge MA:Harvard University Press.

Buyse, E., Verschueren, K., & Doumen, S. (2011). Preschoolers' attachment to mother and risk for adjustment problems in kindergarten:Can teachers make a difference?.Social Development,20(1), 33-50.

Chen, X., Chen, H., & Kaspar, V. (2001). Group social functioning and individual socioemotional and school adjustment in Chinese children.Merrill-Palmer Quarterly,47(2), 264-299.

Chen, X., Wang, L., & Wang, Z. (2009). Shyness-Sensitivity and Social, School, and Psychological Adjustment in Rural Migrant and Urban Children in China.Child Development,80(5), 1499-1513.

Chin, J. M.C., & Yu, S.C. (2008). School adjustment among children of immigrant mothers in Taiwan.Social Behavior and Personality:an international journal,36(8), 1141-1152.

Collins, W. A., Maccoby, E. E., Steinberg, L., Hetherington, E. M., & Bornstein, M. H. (2000). Contemporary research on parenting:the case for nature and nurture.American Psychologist,55(2), 218-232.

Davis, H. A. (2003). Conceptualizing the role and influence of student-teachers relationships for children's social and cognitive development.Educational Psychologist,38(4), 207-234.

DeMulder, E. K., Denham, S., Schmidt, M., & Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years:Links from home to school.Developmental Psychology,36(2), 274-282.

Ewing, A. R., & Taylor, A. R. (2009). The role of child gender and ethnicity in teacher-child relationship quality and children's behavioral adjustment in preschool.Early Childhood Research Quarterly,24(1), 92-105.

Fein, G. G., Gariboldi, A., & Boni, R. (1993). The adjustment of infants and toddlers to group care:The first 6 months.Early Childhood Research Quarterly,8(1), 1-14.

Garner, P. W., & Waajid, B. (2008). The associations of emotion knowledge and teacher-child relationships to preschool children's school-related developmental competence.Journal of Applied Developmental Psychology,29(2), 89-100.

Gresham, F. M., & Elliot, S. N. (1990).The social skills rating system. Cicle Pines, MN:American Guidance Service.

Hamre, B. K., & Pianta, R. C. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade.Child Development,72(2), 625-638.

Hill, N. E., Castellino, D. R., Lansford, J. E., Nowlin, P., Dodge, K. A., Bates, J. E., & Pettit, G. S. (2004). Parent academic involvement as related to school behavior, achievement, and aspirations:Demographic variations across adolescence.Child development,75(5), 1491-1509.

Hughes, J. N., Cavell, T. A., & Jackson, T. (1999). Influence of the teacher-student relationship on childhood conduct problems:A prospective study.Journal of Clinical Child Psychology,28(2), 173-184.

Iruka, I. U., Burchinal, M., & Cai, K. (2010). Long-term effect of early relationships for African American children's academic and social development:An examination from kindergarten to fifth grade.Journal of Black Psychology,36(2), 144-171.

Kerr, M., & Stattin, H. (2000). What parents know, how they know it, and several forms of adolescent adjustment:further support for a reinterpretation of monitoring.Developmental psychology,36(3), 366-380.

Lin, C. Y. C., & Fu, V. R. (1990). A comparison of child-rearing practices among Chinese, immigrant Chinese, and Caucasian-American parents.Child development,61(2), 429-433.

Maccoby, E. E. (2000). Parenting and its effects on children:On reading and misreading behavior genetics.Annual Review of Psychology,51(1), 1-27.

Malekpour, M. (2007). Effects of attachment on early and later development.The British Journal of Development Disabilities,53(105), 81-95.

Meehan, B. T., Hughes, J. N., & Cavell, T. A. (2003). Teacher-student relationships as compensatory resources for aggressive children.Child Development,74(4), 1145-1157.

Mitchell-Copeland, J., Denham, S. A., & DeMulder, E. K. (1997). Q-sort assessment of child-teacher attachment relationships and social competence in the preschool.Early Education and Development,8(1), 27-39.

O' Connor, E. E.,Dearing, E., & Collins, B. A. (2011). Teacher-child relationship and behavior problem trajectories in elementary school.American Educational Research Journal,48(1), 120-162.

O' Connor, E.E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal,44(2), 340-369.

Patterson, G. R., Reid, J. B., & Dishion, T. J. (1992).Antisocial boys (Vol. 4). Eugene, Or:Castalia Pub Co.

Pianta, R. C. (1992).Child-Parent Relationship Scale (CPRS).Charlottesville, VA:University of Virginia.

Pianta, R. C. (1999).Enhancing relationships between children and teachers. Washington, DC:American Psychological Association.

Pianta, R. C., Nimetz, S. L., & Bennett, E. (1997). Mother-child relationships, teacher-child relationships, and school outcomes in preschool and kindergarten. Early Childhood Research Quarterly,12(3), 263-280.

Pianta, R. C., & Steinberg, M. (1992). Teacher-child relationships and the process of adjusting to school.New Directions for Child and Adolescent Development,1992(57), 61-80.

Plybon, L. E., Edwards, L., Butler, D., Belgrave, F. Z., & Allison, K. W. (2003). Examining the link between neighborhood cohesion and school outcomes:The role of support coping among African American adolescent girls.Journal of Black Psychology,29(4), 393-407.

Podsakoff, P. M., MacKenzie, S. B., Lee, J. Y., & Podsakoff, N. P. (2003). Common method biases in behavioral research:a critical review of the literature and recommended remedies.Journal of applied psychology,88(5), 879-903.

Pungello, E. P., Iruka, I. U., Dotterer, A. M., Mills-Koonce, R., & Reznick, J. S. (2009). The effects of socioeconomic status, race, and parenting on language development in early childhood.Developmental Psychology,45(2), 544-557.

Rothbaum, F., & Weisz, J. R. (1994). Parental caregiving and child externalizing behavior in nonclinical samples:a meta-analysis. Psychological Bulletin,116(1), 55-74.

Silver, R. B., Measelle, J. R., Armstrong, J. M., & Essex, M. J. (2010). The impact of parents, child care providers, teachers, and peers on early externalizing trajectories.Journal of school psychology, 48(6), 555-583.

Waschbusch, D. A. (2002). A meta-analytic examination of comorbid hyperactive-impulsive-attention problems and conduct problems.Psychological Bulletin,128(1), 118-150.

Whiteside, S. P., McCarthy, D. M., & Miller, J. D. (2007). An examination of the factor structure of the social skills rating system parent elementary form.Assessment,14(3), 246-254.

Zhang, X. (2011). Parent-child and teacher-child relationships in Chinese preschoolers:The moderating role of preschool experiences and the mediating role of social competence. Early Childhood Research Quarterly,26(2), 192-204.

Zhang X. (2013). Chinese children's relationships with mothers during the transition to nursery care:Changes and associations with later growth in social competence.Infant Mental Health Journal,34(1), 60-71.

陈丽, 刘艳. (2012). 流动儿童亲子沟通特点及其与心理健康的关系.中国特殊教育, (1), 58-63.

丁元林, 孔丹莉, 毛宗福. (2004). 多重线性回归分析中的常用共线性诊断方法.数理医药学杂志,17(4), 299-230.

蒋应辉. (2011).流动儿童学校适应现状研究. 四川师范大学硕士论文, 成都.

教育部. (2001).幼儿园教育指导纲要(试行). 取自:http://www.gov.cn/gongbao/content/2002/content_61459.htm.

金灿灿, 刘艳, 陈丽. (2012). 社会负性环境对流动和留守儿童问题行为的影响：亲子和同伴关系的调节作用.心理科学,35(5), 1119-1125.

林岚. (2011). 3-6岁幼儿家庭亲子冲突的现状及其处理策略.学前教育研究, (10), 48-54.

蔺秀云, 方晓义, 刘杨, 兰菁. (2009). 流动儿童歧视知觉与心理健康水平的关系及其心理机制.心理学报,41(10), 967-679.

蔺秀云, 王硕, 张曼云, 周冀.(2009). 流动儿童学业表现的影响因素——从教育期望、教育投入和学习投入角度分析.北京师范大学学报(社会科学版), (5), 41-47.

刘丽莎, 李燕芳, 吕莹, 李艳玮. (2013). 父亲参与教养状况对学前儿童社会技能的作用.心理发展与教育,29(1), 38-45.

吕勤, 陈会昌, 王莉, 陈欣银. (2002). 父母教养态度与儿童在2-4岁期间的问题行为.心理学报,35(1), 89-92.

欧阳岚. (2007). 学前流动儿童心理健康状况调查.幼儿教育(教育科学版), (12), 39-41.

庞丽娟. (2001).教师与儿童发展. 北京:北京师范大学出版社.

全国妇联课题组. (2013).我国农村留守儿童、城乡流动儿童状况研究报告.

任春荣. (2010). 学生家庭社会经济地位(SES)的测量技术.教育学报,6(5), 77-82.

谭千保. (2010). 城市流动儿童的社会支持与学校适应的关系.中国健康心理学,18(1), 68-70.

徐杰. (2007).幼儿社会技能量表家长版的初步修订和使用. 东北师范大学硕士论文, 长春.

徐微. (2010). 流动学前儿童家庭教育问题的研究——基于25户流动家庭的访谈调查.襄樊学院学报,31(7), 74-78.

曾守锤, 李其维. (2007). 流动儿童社会适应的研究：现状，问题及解决办法.心理科学,30(6), 1426-1428.

曾守锤. (2009). 流动儿童父母的教养方式及其对干预的启示意义.教育导刊, (5), 25-28.

曾守锤. (2011). 流动儿童的压力和社会支持状况及社会支持保护作用的研究.心理科学,34(3), 631-635.

张莅颖, 孙敬. (2012). 学前流动儿童社会性发展现状及其特点.学前教育研究, (12), 37-40.

张晓, 陈会昌, 张桂芳. (2008). 母子关系、师生关系与儿童入园第一年的问题行为.心理学报,40(4), 418-426.

张晓, 陈会昌, 张银娜, 孙炳海. (2009). 家庭收入与儿童早期的社会能力，中介效应与调节效应.心理学报,41(7), 613-623.

周皓. (2008). 流动儿童心理状况的对比研究.人口与经济, (6), 7-14.

邹泓, 屈智勇, 张秋凌. (2004). 我国九城市流动儿童生存和受保护状况调查.青年研究, (1), 1-7.
[1] TIAN Huidong, ZHANG Yuhong, SUN Haoxiang, LI Ying, Hanixia. The Effect of Teacher-student Relationship on Social Competence with Peers for Students with Intellectual Disabilities: A Moderated Mediation Model [J]. Psychological Development and Education, 2024, 40(1): 44-54.
[2] LI Yan, LIANG Lichan, ZHOU Xinran, BIAN Yufang. Parent-teacher Relationships and Primary Students’ School Attitude: The Mediating Role of Teacher-child Relationships and the Difference between Parents [J]. Psychological Development and Education, 2024, 40(1): 74-82.
[3] FU Xuewei, SUN Jianing, XIAO Jiale, WANG Haosen, LIN Danhua. The Effect of Parental Perceived Family Stress on Child Problem Behaviors: The Mediating Roles of Parental Psychological Aggression and Child Cortisol Response to Stress [J]. Psychological Development and Education, 2022, 38(5): 635-647.
[4] ZHAN Shuwei, YANG Ning, ZHAO Bihua. Receptive Language Skills and Social Withdrawal among Chinese Left-behind Preschool Children: A Moderated Mediation Model [J]. Psychological Development and Education, 2021, 37(6): 834-844.
[5] WANG Jingmin, GUO Mingyu, CHANG Shumin. The Association between Parental Rejection and Peer Rejection among Children: The Mediating Role of Problem Behaviors and the Moderating Role of Home Chaos [J]. Psychological Development and Education, 2021, 37(6): 845-853.
[6] WANG Yingjie, LI Yan, WU Fan. Effects of Family Function on Pre-schoolers' Problem Behaviors: The Sequential Mediating Effects of Attachment Avoidance and Social Anxiety [J]. Psychological Development and Education, 2021, 37(1): 76-83.
[7] ZHANG Fan, ZHAO Demao, LIU Xia, BAI Rong, ZHANG Mingliang, XING Shufen. The Co-effect of Parental Negative Parenting Style and MAOA rs6323 Polymorphism on Externalizing Problem Behaviors of Preschool Children [J]. Psychological Development and Education, 2020, 36(6): 659-667.
[8] ZHANG Xiuhui, WANG Meifang, LIU Li. Parental Harsh Discipline and Child Problem Behaviors: The Mediating Effect of Child Self-control [J]. Psychological Development and Education, 2020, 36(6): 725-733.
[9] LIU Guangzeng, ZHANG Dajun, ZHU Zhengguang, LI Jiajia, CHEN Xu. The Effect of Family Socioeconomic Status on Adolescents' Problem Behaviors: The Chain Mediating Role of Parental Emotional Warmth and Belief in a Just World [J]. Psychological Development and Education, 2020, 36(2): 240-248.
[10] GAO Wen, WANG Yuhong, Fang Zhen, LIU Mingyan. The Roles of Parent-child Triangulation and Psychological Resilience in the Relationship between Interparental Conflict and Adolescents' Problem Behaviors: A Moderated Mediation Model [J]. Psychological Development and Education, 2019, 35(6): 729-739.
[11] LIU Yapeng, DENG Huihua, LIANG Zongbao, ZHANG Guangzhen, LU Zuhong. The Effect of Emotionality on Preschoolers' Behavioral Problems and Social Competence [J]. Psychological Development and Education, 2019, 35(6): 719-728.
[12] YAO Lining, GAO Jinfan, HE Lijing, GAO Xin, CUI Huixin, XING Shufen. Sleep Time Parameters and Preschoolers' Problem Behaviors: The Moderating Role of Negative Emotionality [J]. Psychological Development and Education, 2019, 35(6): 710-718.
[13] SU Zhiqiang, WANG Gang, LIU Chuanxing, ZHANG Dajun. The Development Trend of Depression and Its Concurrency with Problem Behaviors during Middle and Late Childhood: A Two-year Longitudinal Study [J]. Psychological Development and Education, 2018, 34(2): 200-209.
[14] NIE Ruihong, ZHOU Nan, ZHANG Yuchi, FANG Xiaoyi. Associations among Interpersonal Relationships and High Students' Internalizing and Externalizing Problems: The Mediating Roles of Self-Esteem and Gender Differences [J]. Psychological Development and Education, 2017, 33(6): 708-718.
[15] ZHANG Yibo, ZHANG Wei, ZHU Jianjun, YU Chengfu, CHEN Yuanyuan, LU Zhenhui. Exposure to Community Violence and Externalizing Problem Behavior among Adolescents:A Moderated Mediation Model [J]. Psychological Development and Education, 2017, 33(2): 228-239.
Viewed
Full text


Abstract

Cited
  Shared   
  Discussed   
No Suggested Reading articles found!
Copyright 2018 © Editorial office of Psychological Development and Education
Supported by Beijing Magtech Co.Ltd