Predicting Children’s Self-Regulation Through Profiles of Individual Teacher-Child Relationships (Poster 44): Division C - Section 2a: Cognitive and Motivational Processes, 1:06 PM

• In Event: e-Lightening Ed-Talk Session 3

Abstract

This study aimed to explore patterns of potential characteristics within individual teacher-child relationships (TCR) in kindergartens and their association with children's self-regulation (SR). Previous research predominantly employed variable-based approaches to examining closeness, dependency, and conflict of TCR to SR, leading to inconsistent or even contradictory results. One potential explanation lies in the limitation of assuming that only one dimension of TCR is active in child-teacher interaction and solely analyzing that dimension with SR. This oversimplified approach neglects the individual's unique characteristics within the TCR. On the contrary, adopting an individual-centered approach enables a more meaningful comparison between individuals’ characteristics and their SR, providing new empirical insights and potentially resolving ambiguities or inconsistencies observed in prior studies examining TCR and SR.

Authors

• Jing Li, The Chinese University of Hong Kong

• Barry Bai, Chinese University of Hong Kong

• Youyan Nie, National Institute of Education - Nanyang Technological University

• Huan Song, Beijing Normal University

• Feng Xiong, National Institute of Education - Nanyang Technological University

• Hong Mei, Xi'an Jiaotong University