Cultivating Peer Competence through Self-regulation and Teacher-Child Relationship
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Building positive relationships with peers at school age is the core of a child’s development and peer competence is a critical skill in making relationships. The purpose of this study is to identify the association between children’s self-regulation skills and peer competence and examine how the teacher-child relationship mediates the development of those social-emotional skills. With 285 kindergarteners in South Korea, we measured students’ (1) self-regulation, (2) child-teacher relationship, and (3) peer competence. This research confirms that both self-regulation and teacher-child relationships influence children’s peer competence development directly, indirectly, or as a mediator. Results showed that children’s self-regulation, except for the ‘self-control’ sub-category, and teacher-child relationship has positive correlation with peer competence. In addition, the qualities of teacher-child relationships mediate the association between children’s self-regulation and peer competence. Ideas about improving self-regulation and teacher-child relationships to promote peer competence are discussed.
Abstract
Building positive relationships with peers at school age is the core of a child’s development and peer competence is a critical skill in making relationships. The purpose of this study is to identify the association between children’s self-regulation skills and peer competence and examine how the teacher-child relationship mediates the development of those social-emotional skills. With 285 kindergarteners in South Korea, we measured students’ (1) self-regulation, (2) child-teacher relationship, and (3) peer competence. This research confirms that both self-regulation and teacher-child relationships influence children’s peer competence development directly, indirectly, or as a mediator. Results showed that children’s self-regulation, except for the ‘self-control’ sub-category, and teacher-child relationship has positive correlation with peer competence. In addition, the qualities of teacher-child relationships mediate the association between children’s self-regulation and peer competence. Ideas about improving self-regulation and teacher-child relationships to promote peer competence are discussed.
참고문헌 (52)
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