Advanced SearchSearch Tips
The Role of Maternal Interpersonal Relation Satisfaction in the Relationship between Conflicted Teacher-Child Relationship and Negative Peer Interaction Quality in Young Children
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
 Title & Authors
The Role of Maternal Interpersonal Relation Satisfaction in the Relationship between Conflicted Teacher-Child Relationship and Negative Peer Interaction Quality in Young Children
Chung, Kai-Sook; Kim, Mina;
  PDF(new window)
The effects of conflicted teacher-child relation on conflicted or passive peer interaction and a moderation effect of mothers' interpersonal relation satisfaction on the associations were assessed. Children from 2- to 6-year-olds (184 girls, 185 boys) mostly from middle socioeconomic-status urban community in Korea and their teachers and mothers participated. Conflicted teacher-child relation predicted conflicted peer interaction but not passive peer interaction. Children, whose relationship with teachers were conflicted, engaged in conflicted play with peers more often than children who were in less conflicted relationship with the teachers. Teachers who were in conflicted relationship with the children, perceived the children having conflicted interaction with peers more often, if mothers of the children were less satisfying in relationship with significant others, especially boys. Children, whose mothers are in less satisfying interpersonal relation with others, were more passive in peer interaction than children whose mothers are in more satisfying interpersonal relationship.
maternal interpersonal relation satisfaction;conflicted teacher-child relationship;negative peer interaction;
 Cited by
Baker, J. A. (2006). Contributions of teacher-child relationships to positive school adjustment during elementary school. Journal of School Psychology, 44(3), 211-229. crossref(new window)

Berndt, T. J., & Hoyle, S. G. (1985). Stability and change in childhood and adolescent friendships. Developmental Psychology, 21, 1007-1015. crossref(new window)

Birch, S. H. (2001). Children's relationships with peers and teachers: Assessment, linkages between relationship systems, and associations with school adjustment. Unpublished doctoral dissertation, University of Illinois, Urbana-Champaign.

Birch, S. H., & Ladd, G. W. (1996a, April). Continuity and change in the quality of teacher-child relationships: Links with children's early school adjustment. In S. H. Birch (Chair), Children's relationships with teachers: Assessment, continuity, and linkages with school adjustment. Symposium conducted at the Annual Meeting of the American Educational Research Association, New York, NY.

Birch, S. H., & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79. crossref(new window)

Bronfenbrenner, U. (1979). Contexts of child rearing: Problems and prospects. American Psychologist, 34, 844-850. crossref(new window)

Cassidy, J., & Asher, S. R. (1992). Loneliness and peer relations in young children. Child Development, 63, 350-365. crossref(new window)

Choi, Y. -H. (1995). A study on the predictability of the maternal attitude from preschooler's temperament and mother's mental stability. Journal of the Korean Home Economics Association, 33, 187-196.

Coie, J. D., & Dodge, K. A. (1983). Continuities and change in children's sociometric status: A five-year longitudinal study. Merrill-Palmer Quarterly, 29, 261-282.

Coie, J. D., Dodge, K. A., & Kupersmidt, J. (1990). Peer group behavior and social status. In S. R. Asher, & J. D. Coie (Eds.), Peer rejection in childhood, (pp. 178-201). New York, NY: Cambridge University Press.

Cook, W. L. (2001). Interpersonal Influence in Family Systems: A social relations model analysis. Child Development, 72, 1179-1197. crossref(new window)

Cook, W. L. (1994). A structural equation model of dyadic relationships within the family system. Journal of Consulting and Clinical Psychology, 62, 500-509. crossref(new window)

Cook, W. L., Kenny, D. A., & Goldstein, M. J. (1991). Parental affective style risk and the family system: A social relations model analysis. Journal of Abnormal Psychology, 100, 492-501. crossref(new window)

Crockenberg, S., & Litman, C. (1990). Autonomy as competence in 2-year-olds: Maternal correlates of child defiance, compliance, and self-assertion. Developmental Psychology, 26, 961-971. crossref(new window)

Davies, P. T., & Cummings, E. M. (1994). Marital conflict and child adjustment: An emotional security hypotheses. Psychological Bulletin, 116, 387-411. crossref(new window)

Dishion, T. J., Patterson, G. R., Stoolmiller, M., & Skinner, M. L. (1991). Family, school, behavioral antecedents to early adolescents involvement with antisocial peers. Developmental Psychology, 27, 172-180. crossref(new window)

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. crossref(new window)

Fantuzzo, J. W., Sutton-Smith, B., Coolahan, K. C., Manz, P., Canning, S., & Debnam, D. (1995). Assessment of play interaction behaviors in young low-income children: Penn Interactive Peer Play Scale. Early Childhood Research Quarterly, 10, 105-120. crossref(new window)

George, C., & Main, M. (1979). Social interactions of young abused children: Approach, avoidance, and aggression. Child Development, 50, 306-318. crossref(new window)

Hwang, Y. -M., & Moon, H. -J. (2010). The effects of young children and their mother's variables on peer acceptance of the children. Journal of the Korean Home Economics Association, 48, 17-30. crossref(new window)

Howes, C., & Phillipsen, L. (1996, April). The consistency and predictability of teacher-child relationships during the transition to kindergarten. In S. H. Birch (Chair), Children's relationships with teachers: Assessment, continuity, and linkages with school adjustment. Symposium conducted at the Annual Meeting of the American Educational Research Association, New York, NY.

Kim, M. (2010). Confl ict and harmony during interaction of preschool children: Influences of relationship status of dyads. Unpublished doctoral dissertation, Auburn University, Auburn.

Kim, M., Goetz, S., Moorer, A., & Vaughn, B. E. (2009). Confl ict and harmony during interactions of preschool children: Infl uences of age, sex, and relationship status. Poster presentation at biannual meeting of Society of Research in Child Development, Denver, CO.

Kim, G. -H., & Lee, J. -M. (2011). A study on the structure model of parental role satisfaction and marital satisfaction on the relationship between mothers' parenting efficacy and life satisfaction. Korean Journal of Child Welfare, 9, 19-38.

Ladd, G. W., Birch, S. H., & Bubs, E. S. (1999). Children's social and scholastic lives in kindergarten: Related spheres of infl uence? Child Development, 70, 1373-1400. crossref(new window)

Lamborn, S. D., Mounts, N. S., Steinberg, L. , & Dornbusch, S. M. (1991). Patterns of competence and adjustment among adolescents from authoirative, authoritarian, indulgent, and neglectful families. Child Development, 62, 1049-1065. crossref(new window)

Lee, J. (2001). An association among attachment representation, teacher-child relationship, social competence of preschool children. Unpublished doctoral dissertation, KyungHee University, Seoul, Korea.

Leech, N. L., Barrett, K. C., Morgan, G. A. (2008). SPSS for intermediate statistics: Use and interpretation (3rd ed.). New York: Lawrence Erlbaum Associates.

Macdonald, K., & Parke, R. D. (1984). Bridging the gap: Parent-child play interaction and peer interactive competence. Child Development, 55, 1265-1277. crossref(new window)

Miller, J. B. (1993). Learning from early relationship experience. In S. Duck (Ed.), Learning about relationships (pp. 1-29). London: Sage Publications.

O'Conner, E., & McCartney, K. (2007). Examining teacherchild relationship and achievement as part of ecological model of development. American Educational Research Journal, 44, 340-369. crossref(new window)

Ladd, G. W. (1992). Themes and theories: Perspectives on processes in family-peer relationships. In R. D. Parker & G. W. Ladd (Eds.), Family-peer relationship: Modes of linkage (pp. 1-34). Hillsdale, NJ: Lawrence Erlbaum Associates.

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

Pianta, R. C. (2001). Student-teacher relationship scale. Lutz, FL: Psychological Assessment Resources, Inc.

Putallaz, M., & Hefl in, A. H. (1990). Parent-child interaction. In S. R. Asher & J. D. Coie (Eds.), Peer rejection in childhood, 6. New York: Cambridge University Press.

Rubin, K. H., Bukowski, W., & Parker, J. G. (2006). Peer interactions, relationships, and groups. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol1. Theoretical models of human development; Vol 3. Social-emotional and personality development (5th ed., pp. 619-700). New York: Wiley.

Sheldon, A. (1992). Confl ict talk: Sociolinguistic challenges to selfassertion and how young girls meet them. Merrill-Palmer Quarterly, 38, 95-117.

Strand, P. S., & Wahler, R. G. (1996). Predicting maladaptive parenting: Role of maternal object relations. Journal of Clinical Child Psychology, 43-51.

Vaughn, B. E., Shin, N., Kim, M., Coppola, G., Krzysik, L., Santos, A. J., Peceguina, I., Daniel, J. R., Verissimo, M., DeVries, A., Elphick, E., Ballentina, X., Bost, K. K., Newell, W. Y., Miller, E. B., Snider, J. B., & Korth, B. (2009). Hierarchical models of social competence in preschool children: A multi-site, multi-national study. Child Development, 80, 1775-1796. crossref(new window)

Wahler, R. G., & Dumas, J. E. (1986). Maintenance factors in coercive mother-child interactions: An interbehavioral model. Psychological Bulletin, 105, 116-130.

Yoon, M. -S., & Kim, S. -H. (2012). Mediating effect of relationship satisfaction on the relationship between traumatic experiences and suicidal ideation among college students. Mental Health and Social Work, 40, 5-32.