{"title":"亲子关系对不爱交际与游戏行为的调节作用。","authors":"Özge Metin Aslan, Menekşe Boz","doi":"10.1080/00221325.2022.2029811","DOIUrl":null,"url":null,"abstract":"<p><p>The present study aimed to examine the moderating role of the quality of the relationship between children and their teachers (i.e., closeness and conflict), in children's unsociability and play behaviors (i.e., reticent behavior, social play). Participants were 211 three- to six-year-old children (M = 64.08 months, SD = 10.92, 94 girls, 117 boys). Mothers reported their unsociability; teachers reported teacher-child relationships and children's play behaviors. Results showed that close teacher-child relationships moderated the association between unsociability and social play in children (buffering effect). Teacher-child conflict exacerbated the relations between unsociability and reticent behavior. Findings show that teacher-child closeness is effective in revealing social play behaviors of unsociable children. Teachers can improve their relationship with unsociable children to provide nurturing social play behavior.</p>","PeriodicalId":54827,"journal":{"name":"Journal of Genetic Psychology","volume":"183 2","pages":"180-196"},"PeriodicalIF":1.7000,"publicationDate":"2022-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"2","resultStr":"{\"title\":\"Moderating Effects of Teacher-Child Relationship on the Association Between Unsociability and Play Behaviors.\",\"authors\":\"Özge Metin Aslan, Menekşe Boz\",\"doi\":\"10.1080/00221325.2022.2029811\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><p>The present study aimed to examine the moderating role of the quality of the relationship between children and their teachers (i.e., closeness and conflict), in children's unsociability and play behaviors (i.e., reticent behavior, social play). Participants were 211 three- to six-year-old children (M = 64.08 months, SD = 10.92, 94 girls, 117 boys). Mothers reported their unsociability; teachers reported teacher-child relationships and children's play behaviors. Results showed that close teacher-child relationships moderated the association between unsociability and social play in children (buffering effect). Teacher-child conflict exacerbated the relations between unsociability and reticent behavior. Findings show that teacher-child closeness is effective in revealing social play behaviors of unsociable children. Teachers can improve their relationship with unsociable children to provide nurturing social play behavior.</p>\",\"PeriodicalId\":54827,\"journal\":{\"name\":\"Journal of Genetic Psychology\",\"volume\":\"183 2\",\"pages\":\"180-196\"},\"PeriodicalIF\":1.7000,\"publicationDate\":\"2022-03-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"2\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Genetic Psychology\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/00221325.2022.2029811\",\"RegionNum\":4,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2022/1/27 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q3\",\"JCRName\":\"PSYCHOLOGY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Journal of Genetic Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/00221325.2022.2029811","RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2022/1/27 0:00:00","PubModel":"Epub","JCR":"Q3","JCRName":"PSYCHOLOGY","Score":null,"Total":0}
Moderating Effects of Teacher-Child Relationship on the Association Between Unsociability and Play Behaviors.
The present study aimed to examine the moderating role of the quality of the relationship between children and their teachers (i.e., closeness and conflict), in children's unsociability and play behaviors (i.e., reticent behavior, social play). Participants were 211 three- to six-year-old children (M = 64.08 months, SD = 10.92, 94 girls, 117 boys). Mothers reported their unsociability; teachers reported teacher-child relationships and children's play behaviors. Results showed that close teacher-child relationships moderated the association between unsociability and social play in children (buffering effect). Teacher-child conflict exacerbated the relations between unsociability and reticent behavior. Findings show that teacher-child closeness is effective in revealing social play behaviors of unsociable children. Teachers can improve their relationship with unsociable children to provide nurturing social play behavior.
期刊介绍：
The Journal of Genetic Psychology is devoted to research and theory in the field of developmental psychology. It encompasses a life-span approach, so in addition to manuscripts devoted to infancy, childhood, and adolescence, articles on adulthood and aging are also published. We accept submissions in the area of educational psychology as long as they are developmental in nature. Submissions in cross cultural psychology are accepted, but they must add to our understanding of human development in a comparative global context. Applied, descriptive, and qualitative articles are occasionally accepted, as are replications and refinements submitted as brief reports. The review process for all submissions to The Journal of Genetic Psychology consists of double blind review.
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