Profiling Preschoolers' Social-Emotional Behaviors and Their Academic Outcomes in China

• In Event: AERA Roundtable Session Thursday 9:45 am - Gold 2
  In Roundtable Session: Social-Emotional Development and Regulation

Abstract

This study explored interrelations among teacher-child relationships, children's social-emotional behaviors (SEB), and academic achievement at individual and class levels using data from 987 children in 129 Chinese classes. Multilevel latent profile analysis (MLPA) identified three child profiles—Struggling, Balanced, and Resilient—associated with different academic outcomes. Struggling children often faced a cycle of low literacy and math. Three class profiles—Harmonious, Challenged, and Thriving—were based on child profile distributions and linked to class-mean academic scores. Teacher-child relationships significantly predicted both child and class profile memberships. Notably, even with conflict and dependency, strong teacher-child closeness contributed to the Thriving profile. Implications for classroom-based SEB intervention programs are discussed within the Chinese cultural context.

Authors

• Jing Li, The Chinese University of Hong Kong

• Barry Bai, Chinese University of Hong Kong

• Hongfang Li, Baicaoyuan Kindergarten

• Qiuyun Chen, Jiabaotian kindergarten

• Qin Ji, QingXiu kindergarten