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Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships
Lin Guan1; Bi Ying Hu1; Adam Winsler2
2020-09
Source PublicationChildren and Youth Services Review
ISSN0190-7409
Volume116Pages:105240
Abstract

Aiming to examine the direction of associations between Chinese preschool children’s approaches to learning and teacher-child relationships, the current study tested three cross-lagged models: a relationship-driven model, a child-driven model, and a reciprocal model. Fifty-nine lead teachers of 595 preschoolers completed the Preschool Learning Behavior Scale and Student-Teacher Relationship Scale at two waves, first at the end of children’s second year in preschool, and one year later before children exited preschool. The results showed significant cross-wave associations from children’s Attention/Persistence to teacher-reported closeness and conflict with individual children, and from children’s Learning Strategies to teacher-child conflict. These findings highlight child-driven effects between children’s approaches to learning and teacher-child relationships in the Chinese preschool context. Implications for educational practices are discussed.

KeywordApproaches To Learning Preschool China Teacher-child Relationships Longitudinal Child-driven Effect
DOI10.1016/j.childyouth.2020.105240
Indexed BySSCI
Language英語English
WOS Research AreaFamily Studies ; Social Work
WOS SubjectFamily Studies ; Social Work
WOS IDWOS:000564707100011
PublisherPERGAMON-ELSEVIER SCIENCE LTD, THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND
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Cited Times [WOS]:1   [WOS Record]     [Related Records in WOS]
Document TypeJournal article
CollectionFaculty of Education
Corresponding AuthorLin Guan
Affiliation1.Faculty of Education, University of Macau, Macau, China
2.Department of Psychology, George Mason University, Fairfax, VA 22030, United States
First Author AffilicationFaculty of Education
Corresponding Author AffilicationFaculty of Education
Recommended Citation
GB/T 7714
Lin Guan,Bi Ying Hu,Adam Winsler. Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships[J]. Children and Youth Services Review,2020,116:105240.
APA Lin Guan,Bi Ying Hu,&Adam Winsler.(2020).Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships.Children and Youth Services Review,116,105240.
MLA Lin Guan,et al."Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships".Children and Youth Services Review 116(2020):105240.
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