Relational Predictors and Early Academic Outcomes of Rural Chinese Preschoolers’ School Liking: A Longitudinal Study

• In Event: AERA Roundtable Session Friday 8:00 am Four Seasons Ballroom 1
  In Roundtable Session: Research and Quality in Early Childhood Education (Table 7)

Abstract

School liking is crucial for children’s education and development. However, limited studies have explored its predictors and outcomes in preschoolers, especially from low socio-economic backgrounds. This three-year longitudinal study examined whether parent- and teacher-child relationships were associated with school liking and whether school liking was further related to early academic skills in 247 rural Chinese preschoolers. Results showed that parent-child warmth was positively associated with school liking, while parent- and teacher-child conflict was negatively associated with school liking. School liking was positively associated with word reading. School liking mediated the relationship between parent-child warmth and word reading. These findings highlight the significance of nurturing relationships in fostering school liking, which may further benefit early academic skills in rural Chinese preschoolers.

Authors

• Hao Li, University of Hong Kong

• Xiao Zhang, University of Hong Kong

• Nan Xiao, Arizona State University