The Moderating Effect of Teacher-Child Relationship on the Relation between Problem Behavior and Peer Victimization

유아의 문제행동과 또래괴롭힘 피해의 관계에 대한 교사-유아 관계의 조절효과

  • Kwon, Yeon Hee (Department of Early Childhood Education, Pukyong National University)
  • 권연희 (부경대학교 유아교육과)
  • Received : 2013.04.06
  • Accepted : 2013.05.28
  • Published : 2013.06.30


This study examined the moderating role of teacher-child relationship on the relation between children's problem behavior and peer victimization. Participants were 198 children(97 boys, 101 girls; recruited from classes with 5-6 year olds) and their kindergarten teachers. The teachers completed the rating scales to measure the children's peer victimization, problem behavior and teacher-child relationship. The collected data were analyzed using descriptive statistics, t-tests, correlations, and hierarchical multiple regressions. Boys and girls were analyzed separately. Results showed that children's problem behavior had positive relation to their peer victimization. Teacher-child relationship significantly related to children's peer victimization. Hierarchical regression analysis indicated that the interaction of boys' withdrawal behavior and teacher-child closeness predicted boy's peer victimization. Boys' withdrawal behavior, whose teachers demonstrated the lowest level of teacher-child closeness, associated significantly with their peer victimization. Boys' withdrawal and aggressive behavior had significant relation to their peer victimization, especially for the highest level of teacher-child conflictual relationship. Findings suggested the importance of teacher-child relationship in the context of intervention planning for peer victimization.


Supported by : 부경대학교


  1. Ahn, J. J. & Lee, K. N. (2002). The individual and environment variables that affect victimization by peer harassment among children. Journal of Korean Home Management Association, 20(2), 9-20.
  2. Arbeau, K. A., Coplan, R. J. & Weeks, M. (2010). Shyness, teacher-child relationship, and socioemotional adjustment in grade 1. International Journal of Behavioral Development, 34(3), 259-269.
  3. Baron, R. M. & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173-1182.
  4. Boivin, M. & Hymel, S. (1997). Peer experiences and social self-perceptions: A sequential model. Developmental Psychology, 33(1), 135-145,
  5. Brich, S. H. & Ladd, G. W. (1997). The teacher-child relationship and children's early school adjustment. Journal of School Psychology, 35(1), 61-79.
  6. Chang, L., Liu, H., Fung, K. Y., Wang, Y., Wen, Z., Li, H. & Farver, A. M. (2007). The mediating and moderating effects of teacher preference on the relations between students' social behaviors and peer acceptance. Merrill-Palmer Quarterly, 53(4), 603-630.
  7. Crick, N. R. & Bigbee, M. A. (1998). Relational and overt forms of peer victimization: A multiinformant approach. Journal of Consulting and Clinical Psychology, 66(2), 337-347.
  8. DeMullar, E. K., Denham, S., Schmidt, M. & Mitchell, J. (2000). Q-sort assessment of attachment security during the preschool years: Links from home to school. Developmental Psychology, 36(2), 274-282.
  9. Doll, B. (1996). Children without friends: Implication for practice and policy. School Psychology Review, 25(2), 165-183.
  10. Egan, S. K. & Perry, D. G. (1998). Does low self-regard invite victimization? Developmental Psychology, 34(2), 299-309.
  11. Gazelle, H. (2006). Class climate moderates peer relations and emotional adjustment in children with an early history of anxious solitude: A child ${\times}$ environment model. Developmental Psychology, 42(6), 1179-1192.
  12. Hamre, B. & Pianta, R. (2001). Early teacher-child relationships and the trajectory of children's school outcomes through eighth grade. Child Development, 72(2), 625-638.
  13. Hodge, E. A. E. & Perry, D. G. (1999). Personal and interpersonal antecedents and consequences of victimization by peers. Journal of Personality and Social Psychology, 76(4), 677-685.
  14. Hughes, J. N., Cavell, T. A. & Wilson, V. (2001). Further support for the developmental significance of the quality of the teacher-student relationship. Journal of School Psychology, 39(4), 289-301.
  15. Hughes, J. N., Luo, W., Kwok, O. & Loyd, L. K. (2008). Teacher-student support, effortful engagement, and achievement: A 3-year longitudinal study. Journal of Educational Psychology, 100(1), 1-14.
  16. Kim, H. Y. (2008). Peer group victimization in preschool children: Links with language ability, socioemotional behaviors, parenting behaviors, and teacher-child relationships. Unpublished doctoral dissertation, The Catholic University of Korea, Korea.
  17. Kochenderfer, B. J. & Ladd, C. W. (1996). Peer victimization: Manifestations and relations to school adjustment in kindergarten. Journal of School Psychology, 34(3), 267-283.
  18. Kwon, Y. H. (2011). Relationships of child effortful control and problem behaviors: The mediating role of teacher-child relationships. Korean Journal of Human Ecology, 20(3), 595-610.
  19. LaFreniere, P. J. & Dumas, J. E. (1996). Social competence and behavior evaluation in children ages 3 to 6 years: The short form (SCBE-30). Psychological Assessment, 8(4), 369-377.
  20. Lee, H. G. & Kim, H. W. (2000). The effects of violence-exposure on school bullying: On the bases of the interactive effects between violenceexposure and psychological variables. Korean Journal of Psychology: Development, 13(1), 95-113.
  21. Lee, J. S. & Yoo, A. J. (1999). Individual risk and social risk as interacting determinants of peer victimization. Korean Journal of Child Studies, 20(3), 107-121.
  22. Lerner, R. M. (1998). Theories of human development: Contemporary perspectives. In W. Damon & R. M. Lerner (Eds.), Handbook of child psychology: Theoretical models of human development(5th ed., pp. 1-24). New York: Wiley & Sons.
  23. Ministry of Education (2013). 2013 practical handbook of teacher qualification(p. 75). Seoul: Ministry of education.
  24. Monks, C., Smith, P. K. & Swettenham, J. (2005). Psychological correlates of peer victimization in preschool: Social cognitive skills, executive function, and attachment profiles. Aggressive Behavior, 31(6), 571-588.
  25. Myer, S. S., & Pianta, R. C. (2008). Developmental commentary: individual and contextual influences on student-teacher relationships and children's early problem behavior. Journal of Clinical Child & Adolescent Psychology, 37(3), 600-608.
  26. Olweus, D. (1991). Bullying/Victim problem among school children: Basic facts and effects of school based intervention program. In D. J. Pepler & K. H. Rubin (Eds.), The development and treatment of childhood aggression(pp. 411-447). Hillsdale, NJ: Erlbaum.
  27. Pianta, R. C. (1994). Patterns of relationships between children and kindergarten teachers. Journal of School Psychology, 32(1), 15-31.
  28. Pianta, R. C. (2001). Student-Teacher Relationship Scale. Odessa, FL: Psychological Assessment Resources.
  29. Rigby, K., & Slee, P. T. (1991). Bullying among Australian school children: Reported behavior and attitude toward victims. Journal of Social Psychology, 137(3), 357-368.
  30. Sameroff, A. J. (1993). Models of development ad developmental risk. In C. H. Zeanah (Ed.), Handbook of infant mental health (pp. 3-13). New York: Guilford Press.
  31. Schwartz, D., Dodge, K. A., & Coie, J. D. (1993). The emergence of chronic peer victimization in boy's play groups. Child Development, 64(6), 1755-1772.
  32. Seo, M. J., & Kim, K. Y. (2005). Influences of personal variables on children's peer bullying. Journal of the Korean Home Economics Association, 43(4), 187-201.
  33. Shaffer, D. R. (2009). Social and personality development(6th ed. pp. 241-283). Wadsworth, Cengage Learning.
  34. Shin, Y. L. (2009). The mediating and moderating effects of teacher preference on the relationship between behavior problems and peer victimization. Journal of Korean Home Management Association, 27(5), 115-122.
  35. Troop-Gordon, W. & Kopp, J. (2011). Teacher-child relationship quality and children's peer victimization and aggressive behavior in late childhood. Social Development, 20(3), 536-561.
  36. Wentzel, K. R. (2002). Are effective teachers like good parents? Teaching styles and student adjustment in early adolescence. Child Development, 73(1), 287-301.
  37. White, K. J., Sherman, M. D. & Jones, K. (1996). Children's perceptions of behavior problem peers: Effects of teacher feedback and peer-reputed status. Journal of School Psychology, 34(1), 53-72.

Cited by

  1. Effects of Preschoolers' Temperament and Relationships with Teachers on their Peer Interaction vol.10, pp.3, 2014,