{"title":"在预测儿童自我调节和社会情感技能时研究师幼关系概况:多层次潜在概况法","authors":"Jing Li, Barry Bai","doi":"10.1016/j.appdev.2024.101697","DOIUrl":null,"url":null,"abstract":"<div><p>Numerous studies have highlighted the crucial role of teacher-child relationships in children's self-regulation and social-emotional skills. However, whether teacher-child relationship profiles are linked to self-regulation and social-emotional skills remains unclear. The present study employed multilevel latent profile analysis (MLPA) to explore the teacher-child relationship profiles and their associations with self-regulation and social-emotional skills at both the child and class levels. Utilizing data from 584 children nested in 42 preschool classes, single-level LPA unveiled three teacher-child relationship profiles associated with different self-regulation and social-emotional skills. Notably, closeness and conflict emerged as significant factors in profile assignments. Children with low closeness and high conflict tended to experience challenges in self-regulation and social-emotional skills, whereas those with moderate to high closeness reported better outcomes. Furthermore, MLPA identified three class profiles based on the prevalence of children's profiles and their relationships with different class-mean self-regulation and social-emotional skills. Children's age, gender, and teachers' teaching experience were identified as factors related to child- and class-level profiles. These findings emphasize the interplay between teacher-child relationship profiles and classroom dynamics in relation to children's self-regulation and social-emotional skills within a Chinese cultural context.</p></div>","PeriodicalId":48168,"journal":{"name":"Journal of Applied Developmental Psychology","volume":"94 ","pages":"Article 101697"},"PeriodicalIF":2.2000,"publicationDate":"2024-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach\",\"authors\":\"Jing Li, Barry Bai\",\"doi\":\"10.1016/j.appdev.2024.101697\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div><p>Numerous studies have highlighted the crucial role of teacher-child relationships in children's self-regulation and social-emotional skills. However, whether teacher-child relationship profiles are linked to self-regulation and social-emotional skills remains unclear. The present study employed multilevel latent profile analysis (MLPA) to explore the teacher-child relationship profiles and their associations with self-regulation and social-emotional skills at both the child and class levels. Utilizing data from 584 children nested in 42 preschool classes, single-level LPA unveiled three teacher-child relationship profiles associated with different self-regulation and social-emotional skills. Notably, closeness and conflict emerged as significant factors in profile assignments. Children with low closeness and high conflict tended to experience challenges in self-regulation and social-emotional skills, whereas those with moderate to high closeness reported better outcomes. Furthermore, MLPA identified three class profiles based on the prevalence of children's profiles and their relationships with different class-mean self-regulation and social-emotional skills. Children's age, gender, and teachers' teaching experience were identified as factors related to child- and class-level profiles. These findings emphasize the interplay between teacher-child relationship profiles and classroom dynamics in relation to children's self-regulation and social-emotional skills within a Chinese cultural context.</p></div>\",\"PeriodicalId\":48168,\"journal\":{\"name\":\"Journal of Applied Developmental Psychology\",\"volume\":\"94 \",\"pages\":\"Article 101697\"},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-08-20\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Applied Developmental Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://www.sciencedirect.com/science/article/pii/S0193397324000662\",\"RegionNum\":2,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, DEVELOPMENTAL\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Applied Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://www.sciencedirect.com/science/article/pii/S0193397324000662","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
Examining teacher-child relationship profiles in forecasting children's self-regulation and social-emotional skills: A multilevel latent profile approach
Numerous studies have highlighted the crucial role of teacher-child relationships in children's self-regulation and social-emotional skills. However, whether teacher-child relationship profiles are linked to self-regulation and social-emotional skills remains unclear. The present study employed multilevel latent profile analysis (MLPA) to explore the teacher-child relationship profiles and their associations with self-regulation and social-emotional skills at both the child and class levels. Utilizing data from 584 children nested in 42 preschool classes, single-level LPA unveiled three teacher-child relationship profiles associated with different self-regulation and social-emotional skills. Notably, closeness and conflict emerged as significant factors in profile assignments. Children with low closeness and high conflict tended to experience challenges in self-regulation and social-emotional skills, whereas those with moderate to high closeness reported better outcomes. Furthermore, MLPA identified three class profiles based on the prevalence of children's profiles and their relationships with different class-mean self-regulation and social-emotional skills. Children's age, gender, and teachers' teaching experience were identified as factors related to child- and class-level profiles. These findings emphasize the interplay between teacher-child relationship profiles and classroom dynamics in relation to children's self-regulation and social-emotional skills within a Chinese cultural context.
期刊介绍:
The Journal of Applied Developmental Psychology focuses on two key concepts: human development, which refers to the psychological transformations and modifications that occur during the life cycle and influence an individual behavior within the social milieu; and application of knowledge, which is derived from investigating variables in the developmental process. Its contributions cover research that deals with traditional life span markets (age, social roles, biological status, environmental variables) and broadens the scopes of study to include variables that promote understanding of psychological processes and their onset and development within the life span. Most importantly.