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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

Abstract

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.

Acknowledgement

Supported by : 부경대학교

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