母子关系、师生关系与儿童入园第一年的问题行为

Children’s Relationships with Mothers and Teachers: Linkages to Problem Behavior in Their First Preschool Years

通过对102名托班幼儿的母亲和教师间隔9个月的两次测查，考察了母子关系、师生关系在儿童入园第一年的问题行为发展中的作用。结果表明：控制了儿童入园三个月时的问题行为后，(1)母子关系无法直接预测入园一年时的问题行为，师生关系冲突性可以反向预测入园一年时的退缩和违纪问题；(2)儿童性别调节了母子关系冲突性对入园一年时攻击问题的预测，即母子关系冲突性对入园一年时攻击问题的正向预测作用仅对女孩成立，对男孩则不成立；(3)师生关系亲密性调节了母子关系亲密性对入园一年时的退缩、焦虑、攻击和违纪问题的预测，即母子关系亲密性对入园一年时各种问题行为的负向预测作用仅对师生关系亲密程度高的儿童成立，对师生关系亲密程度低的儿童则不成立；对师生关系亲密程度低的儿童来说，母子关系亲密性对入园一年时的焦虑问题甚至具有正向预测作用。

A majority of developmental psychologists have recognized that early adult-child relationship plays an important role in children’s social development. Previous research on developmental psychopathology indicated that the mother-child relationship and teacher-child relationship both separately served as protective as well as risk factors in children’s externalizing and internalizing problems. However， less attention has been given to how the mother-child and teacher-child relationships combine t