Abstract

According to bioecological theory, children’s experiences in one developmental setting are meaningful for their adjustment in other settings. In the current study, the quality of children’s relationships with classroom teachers, afterschool program staff, and mothers in 1^st grade (n = 137) were examined in relation to their academic, social-emotional, and behavioral adjustment at school in 2^nd grade. Closeness and conflict varied across these three adult-child relationships. Our hypotheses were partially supported such that higher teacher-child conflict in 1^st grade related to poorer work habits and cooperation in 2^nd grade. More conflict with afterschool staff in 1^st grade was associated with lower social self-control and more externalizing behaviors at school in 2^nd grade. Closeness was not related to children’s adjustment in 2^nd grade. These findings highlight the potential negative implications of conflictual relationships with teachers and afterschool staff for children’s school adjustment.

摘要

根据生物生态学理论，儿童在一种发展环境中的经历对于他们在其他环境中的适应是有意义的。在目前的研究中，检查了儿童与一年级课堂教师、课后项目工作人员和母亲^（ n = 137）的关系质量，以及他们在二年级^在学校的学业、社会情感和行为调整。. 在这三种成人与儿童的关系中，亲密和冲突各不相同。我们的假设得到部分支持，即 1 年级较高的师生冲突与 2^年级较差的工作习惯和合作有关。^{1 st}与课后工作人员发生更多冲突年级与二年级在学校较低的社会自我控制和更多的外化行为^有关。亲密度与二年级儿童的适应^无关。这些发现强调了与教师和课后工作人员的冲突关系对儿童学校适应的潜在负面影响。