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Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships

Author

Listed:
  • Guan, Lin
  • Ying Hu, Bi
  • Winsler, Adam

Abstract

Aiming to examine the direction of associations between Chinese preschool children’s approaches to learning and teacher-child relationships, the current study tested three cross-lagged models: a relationship-driven model, a child-driven model, and a reciprocal model. Fifty-nine lead teachers of 595 preschoolers completed the Preschool Learning Behavior Scale and Student-Teacher Relationship Scale at two waves, first at the end of children’s second year in preschool, and one year later before children exited preschool. The results showed significant cross-wave associations from children’s Attention/Persistence to teacher-reported closeness and conflict with individual children, and from children’s Learning Strategies to teacher-child conflict. These findings highlight child-driven effects between children’s approaches to learning and teacher-child relationships in the Chinese preschool context. Implications for educational practices are discussed.

Suggested Citation

  • Guan, Lin & Ying Hu, Bi & Winsler, Adam, 2020. "Longitudinal associations between Chinese preschool children’s approaches to learning and teacher-child relationships," Children and Youth Services Review, Elsevier, vol. 116(C).
  • Handle: RePEc:eee:cysrev:v:116:y:2020:i:c:s0190740920306186
    DOI: 10.1016/j.childyouth.2020.105240
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