Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships

Teacher–student relationships and peer victimization among Chinese children: The roles of peer status and gender

“…Higher scores on the closeness subscale represented closer relationships with the teacher, and higher scores on the conflict subscale represented more conflictual relationships with the teacher. The Chinese version of the STRS has been shown to have high internal consistency in previous studies (above 0.8), as well as adequate test–retest reliability and good validity (Guan et al, 2020; Zheng et al, 2023). In the present study, Cronbach's α reliabilities of the closeness and conflict subscales were .90 and .89, respectively.…”

Approaches to Learning of Preschool Children in China: A Comparison between Only Children and Non-Only Children

“…First, early educators can promote the development of approaches to learning of children, especially non-only children, guide the development of attention and perseverance, and help children learn to adopt more flexible learning strategies in tasks. Second, for young children lagging behind in approaches to learning-especially boys and those with delayed social skills-individualized education through intervention programs should be considered to help children achieve acceptable levels of approaches to learning [46]. Third, preschool teachers should establish a warm and supportive relationship with children [46][47][48], and the government could provide private preschool teachers with more training to effectively cultivate children's approaches to learning.…”

“…Second, for young children lagging behind in approaches to learning-especially boys and those with delayed social skills-individualized education through intervention programs should be considered to help children achieve acceptable levels of approaches to learning [46]. Third, preschool teachers should establish a warm and supportive relationship with children [46][47][48], and the government could provide private preschool teachers with more training to effectively cultivate children's approaches to learning. Fourth, because the development of non-only children's approaches to learning is also affected by their parents' educational background, social policies should be formulated to prevent poor approaches to learning in only children of parents with lower education levels [49].…”

Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effects

“…Questions regarding whether teacher perceptions were based on unique interaction histories with individual children (i.e., based on the premise that “relationships” summarize stable patterns of dyadic interactions, Hinde, 1976) or whether they reflect generalized expectations about a child's behavior based on observations of the child's classroom behavior were tested (e.g., Birch & Ladd, 1997). Research addressing such questions has increased substantially over the last decade (e.g., Cadima et al., 2019; Guan et al., 2020; Hartz et al., 2017; Wu et al., 2018), and it is now common to consider whether TCR ratings reflect “relationship‐driven” or “child‐driven” effects (e.g., McKinnon et al., 2018; Mejia & Hoglund, 2016; Zatto & Hoglund, 2019). The results are mixed when “child‐driven” versus “relationship‐driven” models are contrasted and findings may depend on the specific outcome variable being assessed (e.g., social/emotional vs. cognitive/academic) as well as on the sources of information for TCRs and/or child behaviors (e.g., teacher report, parent report, direct observation, and performance based).…”

“…The results are mixed when “child‐driven” versus “relationship‐driven” models are contrasted and findings may depend on the specific outcome variable being assessed (e.g., social/emotional vs. cognitive/academic) as well as on the sources of information for TCRs and/or child behaviors (e.g., teacher report, parent report, direct observation, and performance based). However, reports from numerous studies have suggested that teachers' TCR perceptions were at least partially influenced by child behaviors assessed before teachers rated their TCRs (i.e., child‐driven effects; e.g., Birch & Ladd, 1997; Guan et al., 2020; Wu et al., 2018; Zatto & Hoglund, 2019). However, in other studies, investigators have reported that TCRs predict children's subsequent social and academic outcomes even when controlling prior child behaviors, temperamental characteristics, and/or cognitive abilities (i.e., relationship‐driven effects; e.g., Cadima et al., 2016; Cadima et al., 2019; Varghese et al., 2019).…”