دانلود مقاله ISI انگلیسی شماره 41240
عنوان فارسی مقاله

روابط مادر و فرزند و معلم کودک و تأثیرات آنها بر رفتارهای اجتماعی کودکان و غیرکودکان چین: نقش تعدیل کننده وضعیت شهر و روستا

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
41240 2015 9 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Mother–child and teacher–child relationships and their influences on Chinese only and non-only children's early social behaviors: The moderator role of urban–rural status
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Children and Youth Services Review, Volume 51, April 2015, Pages 108–116

کلمات کلیدی
رابطه مادر و کودک - رابطه معلم و کودک - رفتارهای اجتماعی زودهنگام - وضعیت شهر و روستا
پیش نمایش مقاله
پیش نمایش مقاله روابط مادر و فرزند و معلم کودک و تأثیرات آنها بر رفتارهای اجتماعی کودکان و غیرکودکان چین: نقش تعدیل کننده وضعیت شهر و روستا

چکیده انگلیسی

Investigations regarding the differences between Chinese only and non-only children primarily examine children's social behaviors, which are closely related to their early relationships with mothers and teachers. In recent years, the number of non-only children born in urban areas has increased because of the softening of the One-Child Policy, which leads to the distribution of non-only children shifting from being primarily in rural areas to being in both urban and rural areas. The present study investigates the current characteristics and influences of mother–child and teacher–child relationships on Chinese only and non-only children's early social behaviors from the perspective of urban and rural differences. Data were obtained from 126 rural only children, 94 rural non-only children, 168 urban only children and 155 urban non-only children from 38 semi-urban kindergartens in Beijing, China. Hierarchical multiple regression analyses found that mother–child closeness positively predicted children's social skills particularly in non-only children, whereas mother–child conflict positively predicted internalizing behavior problems in all four groups. Teacher–child conflict negatively predicted children's social skills most strongly in urban only children. Teacher–child conflict aggravated rural only children's, urban only children's and non-only children's internalizing and externalizing behavior problems, but mother–child closeness buffered rural only children's externalizing behavior problems. Findings underscore the importance for mothers to improve closeness, especially with rural only children, and for teachers to avoid conflict with both urban only and non-only children, as well as with rural only children.

خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.