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Maternal Overcontrol and Young Children's Internalizing Problems in China: The Roles of Social Competence and Teacher-Child Conflict
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Sun, Juanjuan; Liu, Junsheng; Cheah, Charissa S. L.; Fang, Yue; Weng, Wanjuan; Xue, Zijing; Huang, Minmin; Li, Yan – Early Education and Development, 2023
Research Findings: This study aimed to explore the mediating role of social competence and the moderating role of teacher-child conflict in the relation between maternal overcontrol and Chinese preschooler's internalizing problems. Participants were 216 children aged 3-4 years, from two kindergartens in Shanghai, China. Mothers completed the…
Descriptors: Mothers, Parent Child Relationship, Conflict, Preschool Children
Examining Associations between Effortful Control and Teacher-Child Relationships in Relation to Head Start Children's Socioemotional Adjustment
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Myers, Sonya S.; Morris, Amanda Sheffield – Early Education and Development, 2009
Research Findings: The current project examined the unique and interactive relations of child effortful control and teacher-child relationships to low-income preschoolers' socioemotional adjustment. One hundred and forty Head Start children (77 boys and 63 girls), their parents, lead teachers, and teacher assistants participated in this study.…
Descriptors: Disadvantaged Youth, Conflict, Emotional Development, Social Adjustment
Preschool Antecedents of Internalizing Problems in Children.
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Olson, Sheryl L.; Rosenblum, Katherine – Early Education and Development, 1998
Examined the relationship of 79 children's preschool social adaptation to internalizing problem behaviors following transition to kindergarten. Found that boys and girls did not differ in symptom level, but girls showed higher stability in internalizing problem behavior than boys. Preschoolers with high internalizing problem behavior rates…
Descriptors: Behavior Problems, Interpersonal Competence, Kindergarten Children, Peer Acceptance
Differences in Social Adjustment and Classroom Behavior between Children Retained in Kindergarten and Groups of Age and Grade Matched Peers.
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Pianta, Robert C.; And Others – Early Education and Development, 1997
Compared children retained in kindergarten with matched samples of age and grade mates, using teacher ratings as an index of their social and academic skills. Found that retained children showed a reduction in behavior problems, specifically acting-out and shy-anxious behaviors, but only slightly increased competence for task orientation across…
Descriptors: Behavior Problems, Child Behavior, Comparative Analysis, Emotional Adjustment