The Mediating and Moderating Effects of Teacher-Child Relationships on Social Behavior and Peer Preference

Abstract

The purpose of this study was to investigate the mediating and moderating effects of teacher-child relationships on children's social behavior and peer preference. The participants were 508 children and 28 head teachers of their classes. Teachers measured the children's social behavior and the teacher-child relationships. Peer preference was measured by peer nomination. The association between prosocial behavior and peer preference was partially mediated by teacher-child conflict. The association between withdrawal, aggression and peer preference was fully mediated by teacher-child conflict. The moderating effects of teacher-child conflict were found between prosocial behavior and peer preference. In addition, teacher-child conflict moderated the association between physical aggression and peer preference. 주제어 (Keywords) : 또래 선호 (peer preference), 교사-유아 관계 (teacher-child relationships), 친사회성 (prosocial behavior), 위축성 (withdrawal), 공격성 (aggression)

The Effects of Mother-Child Interaction and Child's Social Behaviors on Child's Peer Acceptance

“…또한 수줍음을 많이 타고 위축된 행동을 보이는 유아는 또래와의 놀이에 적극적으 로 참여하기보다는 다른 유아의 놀이를 관찰하는 방관자 적인 행동이나 비참여 행동을 보이는 경우가 많기에 또래 로부터 거부되거나 무시되는 경향이 있으며 (Coplan et al, 2004), 과잉행동적 특성을 보이는 유아는 또래들과 갈 등을 겪는 동안 자신의 정서나 행동을 조절하지 못하고 쉽게 흥분하게 되어 또래수용도가 낮다는 연구결과 (Tovin et al, 2005)도 보고되고 있다. 그러나 지금까지 유아의 또래수용도와 관련하여 유아의 사회적 행동을 살펴본 국 내 연구들은 대부분 유아의 친사회적 행동 (Hwang & Moon, 2010;Lim, 1998)이나 공격성 (Chung & Kim, 2011), 위축성 (Shin, 2009) (Kwon, 2003;Park, 2000;Son, 2002) (Kim et al, 2001;Lee, 2001;Yoon & Shin, 2012)과 일관된 것 이다. Fuhrman & Holmbeck(1995) (Shin, 2009;Shin et al, 2009) (Cho, 2001;Tovin et al, 2005)…”