Teacher-Child Relationships and Children's Mathematical Skills: A Cross-Cultural Study in Korea and the U.S.
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The present study explored the quality of dyadic relationships between young children and teachers in Korea and the U.S. We examined whether there were cross-cultural differences in young children’s and teachers’ perceptions of warm and conflictual relationships. This study explores how teacher-perceived and child-perceived relationships are associated with children’s math skills. 225 Korean and 132 American children aged 41-65 months. Results from hierarchical regression analysis indicated that only child-perceived teacher-child relationship predicted children’s math skills, not teacher-perceived relationship. This finding highlights the importance of children’s perception of the teacher-child relationship. Korean children’s perception of negative teacher-child relationships negatively predicted their math achievement after controlling for child-related variables, which was not observed in the U.S. Finally, we discussed how cultural contexts may have impacted the nature of teacher-child relationships and their role in the classroom settings. Implications for dealing with conflictual relationships in culturally responsive ways are discussed.
Abstract
The present study explored the quality of dyadic relationships between young children and teachers in Korea and the U.S. We examined whether there were cross-cultural differences in young children’s and teachers’ perceptions of warm and conflictual relationships. This study explores how teacher-perceived and child-perceived relationships are associated with children’s math skills. 225 Korean and 132 American children aged 41-65 months. Results from hierarchical regression analysis indicated that only child-perceived teacher-child relationship predicted children’s math skills, not teacher-perceived relationship. This finding highlights the importance of children’s perception of the teacher-child relationship. Korean children’s perception of negative teacher-child relationships negatively predicted their math achievement after controlling for child-related variables, which was not observed in the U.S. Finally, we discussed how cultural contexts may have impacted the nature of teacher-child relationships and their role in the classroom settings. Implications for dealing with conflictual relationships in culturally responsive ways are discussed.
참고문헌 (29)
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