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The Relationship among Child's Language Ability, Emotional Regulation and Peer Victimization: The Moderating and Mediating Role of Teacher-Child Conflict Relationship

유아의 언어능력, 정서조절이 또래괴롭힘 피해에 미치는 영향: 교사-유아 갈등 관계의 조절 및 매개 효과

  • Received : 2015.07.06
  • Accepted : 2015.08.21
  • Published : 2015.10.31

Abstract

This study examined the moderating and mediating effects of teacher-child conflict relationship among child's language ability, emotional regulation and peer victimization. The participants were 152 children(77 boys, 75 girls) and 14 preschool teachers. The teachers completed rating scales to measure the child's emotional regulation, peer victimization and teacher-child relationship. Child's language ability was assessed by researcher using PRES(Preschool Receptive-Expressive Language Scale). The collected data were analyzed using Pearson correlations and hierarchical multiple regressions. Results showed that peer victimization was related to child's language ability, emotional regulation and teacher-child relationship. Hierarchical aggression analysis indicated that the interaction of child's receptive language ability and teacher-child conflict relationship predicated peer victimization. Child's language ability, whose demonstrated a lower teacher-child conflict relationship, was significantly with peer victimization. In addition, the association between a child's emotional regulation and peer victimization was partially mediated by teacher-child conflict relationship.

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