亲子关系对不爱交际与游戏行为的调节作用。

IF 1.7 4区 心理学 Q3 PSYCHOLOGY
Journal of Genetic Psychology Pub Date : 2022-03-01 Epub Date: 2022-01-27 DOI:10.1080/00221325.2022.2029811
Özge Metin Aslan, Menekşe Boz
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引用次数: 2

摘要

本研究旨在探讨儿童与教师之间的关系质量(即亲密和冲突)对儿童的不社交行为和游戏行为(即沉默行为、社交游戏)的调节作用。参与者为211名3 - 6岁儿童(M = 64.08个月,SD = 10.92,女孩94名,男孩117名)。母亲报告说她们不爱交际;教师报告了教师与儿童的关系和儿童的游戏行为。结果表明,密切的师生关系调节了儿童不社交与社交游戏之间的关系(缓冲效应)。师生冲突加剧了不爱交际和沉默寡言行为之间的关系。研究发现,师生亲密关系对非社交儿童的社交游戏行为有显著的揭示作用。教师可以改善他们与不爱交际的孩子的关系,以提供培育的社交游戏行为。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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.

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来源期刊
CiteScore
2.80
自引率
0.00%
发文量
40
审稿时长
>12 weeks
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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