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Affective social competence and teacher-child relationship quality: Race/ethnicity and family income level as moderators

Resource Type: Reports & Papers
Author(s): Garner, Pamela W.; Mahatmya, Duhita;
Date Issued: August, 2015
Description: 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 Latino preschoolers. Boys and girls were equally represented in the sample. Of the three racial/ethnic groups, Latino 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 Latino 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 Latino 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. (author abstract)
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Funder(s): George Mason University. Center for the Advancement of Well-Being
Journal Title: Social Development
Volume Number: 24
Issue Number: 3
Page Range: 678-697
Topics: Children & Child Development > Child Characteristics

Children & Child Development > Child Development & School Readiness > Behavior/Social & Emotional Development/Socialization

Child Care & Early Education Quality > Process Quality
Country: United States
ISSN: 0961-205X Paper
1467-9507 Online
Peer Reviewed: yes
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