Affective Social Competence and Teacher–child Relationship Quality
Race/Ethnicity and Family Income Level as Moderators
Bibliographic Data
| ID | 12686124 |
|---|---|
| Authors | Pamela W Garner (0000-0003-4917-9841, George Mason University, corresponding author), Duhita Mahatmya (0000-0003-4113-2969, George Mason University) |
| Year | 2015 |
| Volume | 24 |
| Issue | 3 |
| Pages | 678-697 |
| Publication date | 2015-03-17 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Social Development (JOURNAL) |
| Journal identifiers | ISSN: 1467-9507 • E-ISSN: 0961-205X |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/sode.12114 |
| OpenAlex | W1484248317 |
| Language | EN |
| Citations received | 19 |
| References cited | 82 |
This study examined whether race/ethnicity and family income level moderated associations between children's affective social competence and teacher–child relationships among 132 Black, White, and L atino preschoolers. Boys and girls were equally represented in the sample. Of the three racial/ethnic groups, L atino children scored lowest on emotion regulation, were less close to their teachers, and experienced more teacher–child conflict and dependence. In contrast, Black children had closer, less conflict‐laden, and less dependent teacher–child relationships than children of other racial/ethnic backgrounds. Emotion regulation served as a protective factor against problematic teacher–child relationships, particularly for L atino and Black children compared with high‐income White children. Emotion regulation was positively associated with teacher–child closeness for Black children. However, it was negatively associated with teacher–child conflict for L atino children, regardless of income. For all outcomes, teacher characteristics accounted highly for the differences in teacher–child relational quality. Findings are discussed in terms of the functional role of emotions for teacher–child relationships and suggest important contextual influences on the associations
Closeness · Competence (human resources · Developmental psychology · Ethnic group · Family income · Race (biology · Child and Adolescent Psychosocial and Emotional Development · Early Childhood Education and Development · Parental Involvement in Education · Psychology · Social Psychology
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Retracted Article
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Exploring the relationship between certification sources, experience levels, and classroom management orientations of classroom teachers
Glossary of terms relating to ethnicity and race
Effect of first‐grade classroom environment on shy behavior, aggressive behavior, and concentration problems
Children's interpersonal behaviors and the teacher–child relationship
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Racial and Ethnic Differences
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| Unique citing works | 19 |
|---|---|
| Citations per year | 1,73 |
| Citation span | 2015 - 2026 (12) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 19 |