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The Effects of Children's Self-regulation and Teacher-Child Relationships on Children's Social Behaviors
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  • 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;
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 Abstract
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.
 Keywords
self-regulation;teacher-child relationships;social behaviors;
 Language
Korean
 Cited by
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