دانلود مقاله ISI انگلیسی شماره 78378
عنوان فارسی مقاله

روابط والدین و کودک و معلم و کودک در کودکان پیش دبستانی چینی: نقش تعدیلی تجارب پیش دبستانی و نقش واسطه ای شایستگی اجتماعی

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
78378 2011 13 صفحه PDF سفارش دهید محاسبه نشده
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Parent–child and teacher–child relationships in Chinese preschoolers: The moderating role of preschool experiences and the mediating role of social competence ☆
منبع

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

Journal : Early Childhood Research Quarterly, Volume 26, Issue 2, 2nd Quarter 2011, Pages 192–204

کلمات کلیدی
روابط مادر و فرزند؛ روابط پدر و فرزند؛ روابط معلم کودک؛ تجارب پیش دبستانی؛ شایستگی اجتماعی
پیش نمایش مقاله
پیش نمایش مقاله روابط والدین و کودک و معلم و کودک در کودکان پیش دبستانی چینی: نقش تعدیلی تجارب پیش دبستانی و نقش واسطه ای شایستگی اجتماعی

چکیده انگلیسی

Based on two samples of Chinese preschoolers (Study 1: N = 443; Study 2: N = 118) and their parents and teachers, the present research examined the associations between parent–child and teacher–child relationships, and how the associations were moderated by children's preschool experiences and mediated by their social competence. Using a cross-sectional design, Study 1 showed that children's years of preschool experiences moderated the associations between parent–child and teacher–child relationships. Both father–child and mother–child relationships were associated significantly with teacher–child relationships for the first-year preschoolers, and these associations were mediated fully by children's social competence. For the second- or third-year preschoolers, however, neither father–child nor mother–child relationships correlated significantly with teacher–child relationships. Using a longitudinal design, Study 2 also showed the moderating role of children's preschool experiences in the associations between parent–child and teacher–child relationships. Relationships with mothers were associated significantly with relationships with teachers at 3 months after the children's preschool entrance and, again, this association was mediated fully by children's social competence. In contrast, neither mother–child nor father–child relationships correlated significantly with teacher–child relationships at the end of the first or second preschool year.

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