The Role of Maternal Interpersonal Relation Satisfaction in the Relationship between Conflicted Teacher-Child Relationship and Negative Peer Interaction Quality in Young Children

  • Chung, Kai-Sook (Early Childhood Education, Pusan National University) ;
  • Kim, Mina (Early Childhood Education, SoongEui Women's College)
  • Received : 2014.04.10
  • Accepted : 2014.06.05
  • Published : 2014.06.30


The effects of conflicted teacher-child relation on conflicted or passive peer interaction and a moderation effect of mothers' interpersonal relation satisfaction on the associations were assessed. Children from 2- to 6-year-olds (184 girls, 185 boys) mostly from middle socioeconomic-status urban community in Korea and their teachers and mothers participated. Conflicted teacher-child relation predicted conflicted peer interaction but not passive peer interaction. Children, whose relationship with teachers were conflicted, engaged in conflicted play with peers more often than children who were in less conflicted relationship with the teachers. Teachers who were in conflicted relationship with the children, perceived the children having conflicted interaction with peers more often, if mothers of the children were less satisfying in relationship with significant others, especially boys. Children, whose mothers are in less satisfying interpersonal relation with others, were more passive in peer interaction than children whose mothers are in more satisfying interpersonal relationship.


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