Temperament and Early Teacher-Child Relationships: The Moderating Role of Family Affective Environment

Xiao, Zeping; Wang, Xiaoyan; Chen, Huichang

doi:10.3724/sp.j.1041.2010.00768

Cited by 6 publications

(5 citation statements)

References 13 publications

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“…Another case is, the more a child's temperament leans toward approach, the less likely his parents are to adopt an authoritarian parenting style, which may lead to the better the child's psychological adaptation. And this finding was also consistent with previous studies that children in low-control families were more likely to develop independently 49 , and those with stronger independent abilities would not rely excessively on other people 43 ; hence, they could adapt better.…”

Section: Discussionsupporting

confidence: 91%

“…We also found that approach/withdrawal predicted psychological adjustment, which suggested that first-born children who willingly approached new environments could adapt to a younger sibling’s birth, while those who avoided new environments exhibited maladaptation. This finding is similar to those of previous studies on Chinese only children in kindergarten, whose approach/ withdrawal predicted their psychological and physical changes 42 , and also predicted the teacher-student relationship quality two years later 43 .…”

Section: Discussionsupporting

confidence: 90%

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The mediating effect of parenting style on the relationship between first-born children’s temperament and psychological adaptation

Qian

Yang

et al. 2022

Sci Rep

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Chinese first-born children need to learn how to get along with their siblings after the implementation of the universal two-child policy in 2016. We investigated the relationships between temperament, parenting style, and psychological adjustment among firstborns. The current study employed a questionnaire survey conducted in four regions in China. A total of 524 Chinese two-child families participated in the study; the firstborns were between 3 and 8 years old and their younger siblings were between 1 month and 5 years old. The results indicated that (1) children’s temperament subscales were significantly related to parenting style subscales and psychological adaptation. Moreover, the parenting style subscales were significantly related to psychological adaptation, and (2) authoritarian parenting partially mediated the relationship between approach or withdrawal and psychological adjustment.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionsupporting

confidence: 90%

The mediating effect of parenting style on the relationship between first-born children’s temperament and psychological adaptation

Qian

Yang

et al. 2022

Sci Rep

View full text Add to dashboard Cite

show abstract

“…The more the approach temperament, the less strict the parents would be and the more adaptable the child would be. The nding was consistent with previous studies that children in low-control families were more likely to develop independently [44] , and those with stronger independent abilities would not rely excessively on other people [37] ; hence, they could adapt better.…”

Section: Discussionsupporting

confidence: 91%

“…We also found that approach/withdrawal predicted psychological adjustment, which suggested that rst-born children who willingly approached new environments could adapt to a younger sibling's birth, while those who avoided new environments exhibited maladaptation. This nding is similar to those of previous studies on Chinese only children in kindergarten, whose approach/ withdrawal predicted their psychological and physical changes [36] , and also predicted the teacher-student relationship quality two years later [37] .…”

Section: Discussionsupporting

confidence: 90%

First-Born Children’s Temperament And Psychological Adaptation: The Mediating Effect Of Parenting Style

Qian

Yang

et al. 2022

Preprint

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Chinese first-born children need to learn how to get along with their siblings after the implementation of the universal two-child policy in 2016. We investigated the relationships between temperament, parenting style, and psychological adjustment among firstborns. A total of 524 Chinese children completed the Temperament, Parenting Style, and First-Born Behavior Questionnaires. The results indicated that (1) children’s temperament subscales were significantly related to parenting style subscales and psychological adaptation. Moreover, the parenting style subscales were significantly related to psychological adaptation, and (2) authoritarian parenting partially mediated the relationship between approach or withdrawal and psychological adjustment.

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“…Specifically, effortful control (the combination of attentional focusing and inhibitory control) has been negatively related to teacher-child conflict in early elementary grades (Liew, Chen, & Hughes, 2010;Rudasill, 2011;Silva et al, 2011;Valiente et al, 2012). Findings from several studies of children in preschool and elementary grades converge on shyness as a reactive dimension that is predictive of teacher-child relationship quality, with less shy (bold) children likely to be perceived as having higher levels of conflict with teachers than their shy peers (Justice et al, 2008;Rudasill, 2011;Zhang, Wang, & Chen, 2010). Similarly, there is some evidence that children higher in anger have more conflict in relationships with preschool teachers (Justice et al, 2008), although this association has been investigated less than the association between shyness and teacher-child relationship quality.…”

Section: Temperament and Teacher-child Conflictmentioning

confidence: 99%

Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support

Rudasill

Hawley

Molfese³

et al. 2016

Early Education and Development

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Research Findings: This study is an examination of (a) links between preschool children's temperament (effortful control, shyness, and anger) and teacher-child conflict and (b) classroom instructional and emotional support as moderators of associations between temperament and teacher-child conflict. Children (N = 104) were enrolled in 23 classrooms in 9 preschools in a Midwestern city. Teachers provided ratings of children's temperament and parents reported demographic information in the fall of the school year, classrooms were observed in the winter to assess instructional and emotional support, and teachers rated conflict with children in the spring. Multilevel models were estimated, and 3 main findings emerged. First, children's effortful control was negatively associated with their level of conflict with teachers. Second, children's effortful control was negatively related to teacher-child conflict in classrooms with low emotional support but unrelated to conflict in classrooms with high emotional support. Third, children's effortful control was negatively related to conflict in classrooms with high instructional support but unrelated to conflict in classrooms with low instructional support. Practice or Policy: Findings highlight the importance of considering the interplay of children's effortful control and preschool classroom instructional and emotional support in the development of early teacher-child conflict.

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Temperament and Early Teacher-Child Relationships: The Moderating Role of Family Affective Environment

Cited by 6 publications

References 13 publications

The mediating effect of parenting style on the relationship between first-born children’s temperament and psychological adaptation

The mediating effect of parenting style on the relationship between first-born children’s temperament and psychological adaptation

First-Born Children’s Temperament And Psychological Adaptation: The Mediating Effect Of Parenting Style

Temperament and Teacher–Child Conflict in Preschool: The Moderating Roles of Classroom Instructional and Emotional Support

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