The combined effects of teacher-child and peer relationships on children's social-emotional adjustment

Wang, Cen; Hatzigianni, Maria; Shahaeian, Ameneh; Murray, Elizabeth; Harrison, Linda J.

doi:10.1016/j.jsp.2016.09.003

Cited by 69 publications

(52 citation statements)

References 64 publications

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“…Regarding the protective factors, we found that both teacher‐child relationships and peer relationships were negatively correlated with loneliness, which was consistent with previous studies (Asher & Paquette, ; Asher et al, ; Cassidy & Asher, ; Wang et al, ; Zhang et al, ). Our results support previous findings that good interpersonal interactions were related to a lower level of children's loneliness (Heinrich & Gullone, ).…”

Section: Discussionsupporting

confidence: 92%

“…According to developmental contextualism theory, children's development benefits from their interpersonal context (e.g., teachers and peers; Lerner, ). In the school context, both teacher‐child relationships and peer relationships play pivotal roles in children's emotional experiences (Wang et al, ). In fact, interpersonal relations can act as the moderating variables between individual traits and children's emotional experiences (Chen, ).…”

Section: The Moderating Effects Of Interpersonal Relationsmentioning

confidence: 99%

“…Moreover, early experiences of loneliness can predict poor general health and sleeping difficulties in adolescence (Harris, Qualter, & Robinson, ) and even high mortality risk in adulthood (ShiovitzEzra & Ayalon, ). Interpersonal relationships are vital predictors of children's loneliness (Al‐Yagon & Margalit, ; Nurmi & Salmela‐Aro, ; Wang, Hatzigianni, Shahaeian, Murray, & Harrison, ), and many studies have demonstrated that loneliness results from unsatisfactory relationships with teachers (Galanaki & Vassilopoulou, ) and peers (J. Liu et al, ) in the school context.…”

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confidence: 99%

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Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

Zhang

Jiang

Lei

et al. 2019

Psychology in the Schools

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Teacher‐child relationships and peer relationships are important predictors of children's loneliness. However, few studies have examined the potential and adverse relationship between teacher power and children's loneliness. Thus, we explicitly explored whether teacher power is related to children's loneliness and examined the potential moderating roles of interpersonal relationships (i.e., teacher‐child relationships and peer relationships) in 888 Chinese children. Moreover, this study measured teacher power with children's figure drawings. The results showed that teacher power was significantly and positively related to children's loneliness, and both teacher‐child relationships and peer relationships moderated the link between the two variables. Specifically, the adverse correlation between teacher power and children's loneliness was not significant among children with high‐quality teacher‐child relationships. Similarly, the negative effect of teacher power on children's loneliness was not found among children with a high level of peer relationships. Therefore, our results confirmed that the adverse relationship between teacher power and children's loneliness, and the protective roles of high quality of teacher‐child relationships and high levels of peer relationships in this relationship. Potential implications and future research directions are discussed.

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Section: Discussionsupporting

confidence: 92%

Section: The Moderating Effects Of Interpersonal Relationsmentioning

confidence: 99%

mentioning

confidence: 99%

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Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

Zhang

Jiang

Lei

et al. 2019

Psychology in the Schools

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“…Educators have a significant role in these ECEC environments as they facilitate experiences, and provide opportunities to engage in interactions with children. Establishing quality interactions between children and educators is crucial (DEEWR 2009;Ritchie and Howes 2003;Wang et al 2016) just as quality physical environments are for children's learning and development.…”

Section: Early Childhood Education and Care Centersmentioning

confidence: 99%

Quality Interactions in Early Childhood Education and Care Center Outdoor Environments

Tonge

Jones

Okely

2018

Early Childhood Educ J

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Quality interactions are crucial for children's learning and development. Early Childhood Education and Care (ECEC) centers have the opportunity to support children's learning and development, yet the quality of interactions and influences on the quality of interactions in outdoor environments is not known. Research findings: this study assessed the quality of educator interactions in outdoor environments using the CLASS Pre-K assessment tool. 11 ECEC centres participated in the study, which included 110 educators and 490 children. 87 observations were collected to measure the CLASS Pre-K domains (1-lowest to 7-highest). Mean domain scores were 6.02 (emotional support), 5.23 (Classroom Organization) and 4.46 (Instructional Support). Regression analyses show free routines had significant relationships with Teacher Sensitivity (p = 0.03) and Instructional Learning Formats (p = 0.03), and increased amounts of time spent outside had the most significant relationships with Teacher Sensitivity (p = 0.001) and Behavior Management (p = 0.001). Practice or Policy: The major recommendations that would serve to improve the quality of interactions in outdoor environments include providing a free routine and increasing the amount of time spent in outdoor environments. As these recommendations are modifiable practices, they are potentially the easiest to alter and therefore, with minimal change, could enhance the quality of interactions between educators and children.

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“…The mother-children relationship determine teacher-student relationship [26]. Beside that, teacher-student relationship also could be predicted from the student relationship to their peers [27]. Children who are treated in child care for longer periods also tend to have problematic relationships with their teachers [6].…”

Section: E Factors Which Are Determine High-low Of Teacherstudent Rementioning

confidence: 99%

Teacher-Student Relationship and Its Urgencies in Indonesia: a Literature Review

Ansyah¹,

Hadi²,

Handoyo³

2018

Proceedings of the 1st International Conference on Intellectuals' Global Responsibility (ICIGR 2017)

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Abstract-The problems of teacher-student relation so far in Indonesia are still not considered. This article is a literature review which aim to describe teacher-student relationships in more depth. It relates to history, concept, measurements, internal or external influencing factors, and their impact on behavior or other psychological aspects. By analyzing 36 articles from from various sources, this literature review also addresses the urgencies of research on teacher-student relationship in Indonesia. The implications of this study are contribute to the implementation of teacher-student relationship research in Indonesia, the development of educational psychology, and on enhancing the student self-development programs in schools.

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The combined effects of teacher-child and peer relationships on children's social-emotional adjustment

Cited by 69 publications

References 64 publications

Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

Teacher power and children's loneliness: Moderating effects of teacher‐child relationships and peer relationships

Quality Interactions in Early Childhood Education and Care Center Outdoor Environments

Teacher-Student Relationship and Its Urgencies in Indonesia: a Literature Review

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