ISSN : 1229-0718
The purpose of this study was to examine the mediating effects of teacher-child relationships on relationship between preschooler's effortful control and social competence. One hundred-seventy nine preschoolers (aged 4∼5) and their mothers and preschool teachers participated in this study. Preschooler’s effortful control was assessed by Children's Behaviors Questionnaire (CBQ), preschooler’s social competence was assessed using the Questionnaire of Children's Social Competence for Teachers, and teacher-child relationships was assessed using the Student-Teacher Relationship Scale (STRS). Confirmatory factor analyses and structural equation modeling were used for data analysis. Results indicated that teacher-child relationships mediated the effect of preschooler's effortful control on social competence. Neither age nor gender effects influenced the mediation results. Thus, our findings indicate the important role of teacher-child relationships on the development of social competence, especially in association with effortful control.
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