Associations Between Teachers' Psycho-Social Demands and Teacher-Child Relationships: The Moderating Role of Psycho-Social Resources

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Early Childhood Education Research: Student Relationships, Race, Social and Emotional Learning, Development, and Economic Hardship (Table 15)

Abstract

There is limited information on how psycho-social resources moderate relationships in early care and education settings. The study examined teachers’ data (n= 566) on how psycho-social resources moderate the relationship between psycho-social demands and teacher-child closeness/conflict using hierarchical regression analysis. Results showed psycho-social demands significantly predicted lower teacher-child closeness (β = -.17, SE = .07, p < .05) and higher conflict (β = .20, SE = .08, p < .01). English Language Learners were associated with decreased closeness and increased conflict, while challenging behaviors strongly predicted conflict.

Authors

• Weiyi Cheng, University of Oklahoma

• Junghyun Min, University of Oklahoma

• Sun Geun Kim, University of Oklahoma

• Kitty G. Sylvester, University of Oklahoma

• Kyong-Ah Kwon, University of Oklahoma

• Timothy G. Ford, University of Oklahoma