Journal article
Affective Social Competence and Teacher-child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators
Social development (Oxford, England), Vol.24(3), pp.678-697
08/01/2015
DOI: 10.1111/sode.12114
Abstract
This study examined whether race/ethnicity and family income level moderated associations between children's affective social competence and teacher-child relationships among 132 Black, White, and Latino preschoolers. Boys and girls were equally represented in the sample. Of the three racial/ethnic groups, Latino children scored lowest on emotion regulation, were less close to their teachers, and experienced more teacher-child conflict and dependence. In contrast, Black children had closer, less conflict-laden, and less dependent teacher-child relationships than children of other racial/ethnic backgrounds. Emotion regulation served as a protective factor against problematic teacher-child relationships, particularly for Latino and Black children compared with high-income White children. Emotion regulation was positively associated with teacher-child closeness for Black children. However, it was negatively associated with teacher-child conflict for Latino children, regardless of income. For all outcomes, teacher characteristics accounted highly for the differences in teacher-child relational quality. Findings are discussed in terms of the functional role of emotions for teacher-child relationships and suggest important contextual influences on the associations.
Details
- Title: Subtitle
- Affective Social Competence and Teacher-child Relationship Quality: Race/Ethnicity and Family Income Level as Moderators
- Creators
- Pamela W. Garner - George Mason UniversityDuhita Mahatmya - George Mason University
- Resource Type
- Journal article
- Publication Details
- Social development (Oxford, England), Vol.24(3), pp.678-697
- Publisher
- Wiley
- DOI
- 10.1111/sode.12114
- ISSN
- 0961-205X
- eISSN
- 1467-9507
- Number of pages
- 20
- Grant note
- Center for the Advancement of Well-Being at George Mason University
- Language
- English
- Date published
- 08/01/2015
- Academic Unit
- Center for Social Science Innovation; Education Administration; Psychological and Quantitative Foundations
- Record Identifier
- 9984765189002771
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