Advanced SearchSearch Tips
The Effects of Children's Self-regulation and Teacher-Child Relationships on Children's Social Behaviors
facebook(new window)  Pirnt(new window) E-mail(new window) Excel Download
  • Journal title : Korean Journal of Human Ecology
  • Volume 24, Issue 5,  2015, pp.617-629
  • Publisher : Korean Association of Human Ecology
  • DOI : 10.5934/kjhe.2015.24.5.617
 Title & Authors
The Effects of Children's Self-regulation and Teacher-Child Relationships on Children's Social Behaviors
Chung, Jee-Nha; Kim, Kyoung-Hoe;
  PDF(new window)
The purpose of this study was to explore the effects of children's self-regulation and teacher-child relationships on children's social behaviors. Participants were 239 4- to 5-year-old children(114 boys, 125 girls) and their 23 teachers. The teachers completed rating scales to measure children's social behaviors and teacher-child relationships. Children's self-regulation was assessed by a mother reported questionnaire. Data were analyzed using descriptive statistics, Pearson's correlations and stepwise multiple regression analysis. The major results of this study were as follows: First, Children's social behaviors were partially correlated with children's self-regulation and teacher-child relationships. Second, The most influential factor by children's social behaviors was teacher-child relationship. Specially, teacher-child intimacy was the most powerful factor predicting children's asocial behavior and prosocial behavior. While teacher-child conflict was the most powerful factor influencing children's aggressive behavior, hyperactive-distractible behavior and anxious-fearful behavior. Findings are discussed in terms of the importance of teacher-child relationships in the context of program development and guidance for maladjusted children.
self-regulation;teacher-child relationships;social behaviors;
 Cited by
Aronfred, J. (1976). Moral development from the standpoint of general psychological theory. In T. Lickona(Ed.), Moral development and behavior. New York: Holt, Rinehart and Winston.

Birch, S. H., & Ladd, G. W. (1998). Children/s interpersonal behaviors and the student-teacher relationship. Development Psychology, 34, 934-946. crossref(new window)

Boo, Y. S. (2012). The effects of emotional intelligence, maternal parenting behavior and teacher-child relationship on prosocial behavior of young children. Journal of the society for cognitive enhancement and intervention, 3(1), 121-145.

Bronson, M. B. (2001). Self-regulation In early childhood: Nature and Nurture. NY: The Guilford Press.

Chung, J. N. (2006). Maternal parenting behaviors and preschoolers' peer competence: analysis of mediating effects of preschoolers' internal representations. Unpublished doctoral dissertation, Yonsei University, Korea.

DuMuller, 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. crossref(new window)

Eisenberg, N., Fabes, R. A., Guthire, I. K., Reiser, M. (2000). Dispositional emotionality and regulation: Their role in predictiong quality of social functioning. Journal of Personality of Social Psychology, 78, 136-157. crossref(new window)

Eisenberg, N., Spinard, T. L., & Morris, A. S. (2002). Regulation, resiliency and quality of social fuctioning. Self and Identity, 1, 121-128. crossref(new window)

Goodman, S. H., & Brogan, D., Lynch, M. E., & Feilding, B. (1993). Are woman always aggressive than mae? Are view of the experimental literature. Psychological Bulletin, 84(4), 634-660.

Gu, S. L. (1999). A study on teacher-child relationships and the child behaviors according to age and gender. Unpublished master thesis, Dong-A University, Graduate School of Education, Korea.

Hamre, B., & Pianta, R. (2001). Early student-teacher relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72, 625-638. crossref(new window)

Howes, C., Phillips, D. A., & Whitebook, M. (1992). Thresholds of quality: Implication for the social development of children in center-based child care. Child Development, 63, 449-460. crossref(new window)

Hwang, T. K. (2013). The use of smart device and the relationships of immersion tendency to self-control and prosocial behavior of preschoolers. Unpublished master thesis, Silla University, Graduate School of Education, Korea.

Huh, A. S. (2003). Mother's attitude toward children's expressiveness and children's emotional regulation to peer competence. Unpublished master thesis, Sookmyung Women's University, Korea.

Kang, J. W., & Kim, S. J. (2006). The effects of children's maladjusted behaviors on teaching stress and teacher-child relationship. Korean Journal of Child Studies, 27(1), 17-30.

Kim, H. J., & Jeon, K. A. (2010). Influence of child-teacher relationships and children's self-regulation ability on the children's peer interactions. Korean Journal of After-School Child Education, 7(2), 17-34.

Kim, H. Y. (2008). Peer group victimization in preschool children: links with language ability, socio-emotional behaviors, parenting behaviors, and teacher-child relationships. Unpublished doctoral dissertation, The Catholic University, Korea.

Kim, H. Y. (2010). Maternal control and children's emotional regulation as related to child's aggression. Unpublished master thesis, Ewha Women's University, Korea.

Kim, J. S. (2005). A study on the correlation between teacher-child relationship and children's pro-social behaviors. Unpublished master thesis, Seoul National University of Education, Korea.

Kim, Y. M. (2014). The role of children's self-regulation in relation to mother's psychological control and children's aggression. Unpublished master thesis, Sungkyunkwan University, Korea.

Hwang, H. J., & Kim, K. H. (1999). The relationship between children's social competence and emotional intelligence. Korean Journal of Child Studies, 20(3), 139-151.

Kwon, Y. H. (2011). Relationships of child effortful and problem behaviors: The mediating role of teacher-child relationships. Korean Journal of Human Ecology, 20(3), 595-610. crossref(new window)

Kwon, Y. H. (2012). The effects of children's emotional reguation strategies and teacher-child relationships on children's social withdrawal. Journal of Future Early Childhood Education, 19(4), 341-363.

Ladd, G. W. (2006). Peer Rejection, aggressive or withdrawn behavior, and psychological maladjustment from ages 5 to 12: An examination of four predictive models, Child Development, 77(4), 822-846. crossref(new window)

Lee, J. L. (1994). A study on children's home environment and peer group environment and their self-perceived competence. Unpublished doctoral dissertation, Seoul National University, Korea.

Lee, J. R. (2003). Structural analysis of factors and related variables of self-regulation in young children. Unpublished master thesis, Duksung Women's University, Korea.

Lee, J. S. (2001). Preschool children's representation of attachment: Associations with teacher-child relationship and social competence. Unpublished doctoral dissertation, Kyung Hee University, Korea.

Lee, J. S. (2002). Relationship of children with their teachers and children's social competence. Korean Journal of Human Ecology, 11(2), 123-134.

Lee, K. N. (2003). The effects of children's perception of communications with mothers and self-control on game addiction. Journal of Korean Home Economics Association, 41(1), 77-91.

Mantzicopoulos, P. (2005). Conflictual relationships between kindergarten children and their teachers: Association with child and classroom context variables. Journal of School Psychology, 43, 425-442. crossref(new window)

McClelland, M. M., & Cameron, C. E. (2012). Self regulation in early childhood: Improving conceptual clarity and developing ecologically valid measures. Child Development perspectives, 6(2), 136-142. crossref(new window)

Moon, E. S., & Kim, M. H. (2011). The relationship between mothers' attitudes toward their children's expressiveness, teacher-child relatiohship and problematic behavior in preschoolers. The Journal of Eco-Early Childhood Education, 10(2), 59-81.

Moon, H. J. (2010). Variables associated with children's social behavior. Korean Association of Child Care and Education, 6(1), 251-267.

Noh, S. A. (2012). The mediating effects of children's emotional regulation on the relationships between mother's psychological control and children's aggression. Unpublished master thesis, Sookmyung Women's University, Korea.

Park, S. Y., Rubin. K, H., Chung, O. B., Yoon, C. H., & Doh, H. S. (2007). Toddler's compliance as a function of gender, temperament, and inhibiton of the child, and maternal child-rearing attitudes. Korena Journal of Child Studies, 28(4), 1-17.

Park, Y. T., & Lee, K, N. (2011). Effects of maternal parenting, temperament and teacher-child relationship on self-control of children. The Journal of Korean Open Association for Early Childhood Education, 16(1), 235-256.

Park, Y. Y., & Hong, J. M. (2010). The relationship among young children's preschool adjustment, self-control ability and peer interaction. The Korean Society for Study on Welfare of Early Childhood Education and Educare, 14(4), 291-309.

Parker, J. G., & Asher, S. R. (1993). Friendship and friendship quality in middle childhood: Link with peer group acceptance and feelings of loneliness and social dissatisfaction. Development Psychology, 29, 611-621. crossref(new window)

Perry, N. E. (2001). promoting nonviolent behavior in children. Scholastic Early Childhood Today, 16, 26-29.

Pianta, R. C. (1991). The student-teacher relationship scale. Unpulished paper, University of Virginia, Charlottesville. VA.

Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32, 15-31. crossref(new window)

Rubin, K. H., Chen, X., & Hymel, S. (1993). Socioemotional characteristics of withdrawn and aggressive children. Merrill-Paler Quarterly, 39, 518-534.

Seo, E. H. (2011). The relationship between activity temperament and self-regulation ability in children: The moderating effects of mother-child and teacher-child relationships. Unpublished doctoral dissertation, The Catholic University, Korea.

Shaffer, D, R. (1994). Social and Personality Development(2nd ed). Pacific Grove, Brooks/Cole Publishing Co.

Youn, J. J., Kang, S. Y., & Lee, B. J. (2005). A study for young children's aggression and relationship of relative factors-concentrating on young children's temperament, self-regulation and mother's parenting efficacy, parenting behaviors-. Korean Journal of Human Ecology, 14(5), 761-770.

Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73, 287-301. crossref(new window)