Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship

Zhu, Jingjing; Xia, Xiaoying; Wu, Qianqian; Zou, Shiyao; Li, Yan

doi:10.3390/ijerph20043426

Cited by 5 publications

(1 citation statement)

References 69 publications

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“…Mainly four types of TSR have been identified: attachment, indifference, concern, and rejection (Cook et al, 2007). The TSR typically includes three important aspects: intimacy, conflict, and dependence (Zhu et al, 2018). Intimacy refers to warm communication and open‐minded interaction, conflict has the characteristics of negativity and disharmony, and dependence is related to the children's degree of adhesion and the tendency to rely too much on teachers.…”

Section: Introductionmentioning

confidence: 99%

How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory

Yu,

Dong,

Sun

et al. 2024

Psychology in the Schools

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The current study examined a multiple mediator model based on the control‐value theory. A sample of 433 Chinese junior middle school students participated in questionnaires assessing teacher‐student relationships (TSRs), academic emotions, academic value (AV), and academic self‐efficacy (ASE). English test scores were collected as an indicator of students' English academic performance. The results indicated the following: (a) for academic enjoyment, the TSR has an effect on academic achievement through the chain intermediary of AV and ASE; (b) for academic relaxation, the TSR has an effect on English academic achievement through the single intermediary of academic relaxation and the chain intermediary of AV, ASE, and academic relaxation; (c) for academic anxiety, the TSR has an effect on English academic achievement through the single intermediary of AV, the single intermediary of academic anxiety, and the chain intermediary of AV, ASE, and academic anxiety; (d) for academic boredom, the TSR has an effect on English academic achievement through the single intermediary of academic boredom. These findings enrich the relevant research on the control‐value theory and provide important insights for improving students' English academic achievement.

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Section: Introductionmentioning

confidence: 99%

How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory

Yu,

Dong,

Sun

et al. 2024

Psychology in the Schools

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Relationships Between Parental Proviolence Attitudes, Parental Moral Disengagement, and Aggressive Behaviour in Preschoolers: The Moderating Role of Teacher–Child Closeness

Víllora,

Larrañaga,

Rodríguez-Álvarez

et al. 2024

New Directions for Child and Adolescent Development

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Drawing on social cognitive theory, three main research objectives have been addressed. In the first instance, we examined the relationship between parental proviolence attitudes and aggressive behaviour in preschool children. Secondly, we analysed the relationship between parental moral disengagement and aggressive behaviour in preschool children. Third and finally, we evaluated the moderating role of teacher–child closeness in the relationship between family variables and aggressive behaviour in preschoolers. Using a sample of 388 children (47.2% girls, 52.8% boys), mothers and fathers rated their own proviolence attitudes and propensity to morally disengage. Teachers completed a questionnaire to rate their closeness to each student in their class. Four months later, the teachers in each participating class were asked to provide ratings of overt and relational aggression for each participating child. Hierarchical regression analyses showed a positive significant relationship between maternal proviolence attitudes, both maternal and paternal moral disengagement and overt aggression in preschool children, but no relationship was found for relational aggression. It was also found that medium/high teacher–child closeness moderated the relationship between parental proviolence attitudes, parental moral disengagement, and overt aggressive behaviour in children, but only in the case of mothers.

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Callous-unemotional traits and externalizing problem behaviors in left-behind preschool children: the role of emotional lability/negativity and positive teacher-child relationship

Tan

Guo

Chen

et al. 2023

Child Adolesc Psychiatry Ment Health

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Background Callous-unemotional traits and emotional lability/negativity of young children have been regarded as the markers of externalizing problem behaviors. Based on the sensitivity to threat and affiliative reward model and the general aggression model, emotional lability/negativity may act as a mediator in the relationship between callous-unemotional traits and externalizing problem behaviors. Additionally, a positive teacher-child relationship could act as a buffer given the parental absence in left-behind children. However, these links remain unexplored in left-behind preschool children. Therefore, this study explored the link between callous-unemotional traits of left-behind preschool children and externalizing problem behaviors, as well as the mediating role of emotional lability/negativity and the moderating role of a positive teacher-child relationship. Method Data were collected on 525 left-behind children aged 3 to 6 years from rural kindergartens in China. Preschool teachers reported all data through an online survey platform. Moderated mediation analysis was performed to examine whether the mediated relation between callous-unemotional traits and externalizing problem behaviors was moderated by a positive teacher-child relationship. Results The results showed callous-unemotional traits significantly predicted externalizing problem behaviors and lability/negativity acted as a mediator, while a positive teacher-child relationship acted as a protective factor in moderating the relationship between callous-unemotional traits and emotional lability/negativity. This study identified a moderated mediation effect among the four variables in left-behind preschool children in China. Conclusion The findings provide support for the advancement of theoretical foundations, and provide an avenue for further exploration to support the mental health and overall development of left-behind children during early childhood.

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Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship

Cited by 5 publications

References 69 publications

How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory

How the teacher‐student relationship influences adolescents' english academic performance: A multiple mediator analysis based on control‐value theory

Relationships Between Parental Proviolence Attitudes, Parental Moral Disengagement, and Aggressive Behaviour in Preschoolers: The Moderating Role of Teacher–Child Closeness

Callous-unemotional traits and externalizing problem behaviors in left-behind preschool children: the role of emotional lability/negativity and positive teacher-child relationship

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