Abstract:Multiple, simultaneous stressors in the family context during early childhood may compromise healthy adjustment to school, with potential long-term implications. Moreover, stressors across multiple contexts (e.g., home and school) can exacerbate the negative influences of stress on children's functioning. We investigated associations between parent-reported accumulated burden of family stressors and standardized early literacy and math scores, teacher-reported classroom participation, and child-reported school liking among 175 kindergartners. We also examined whether teacher–child conflict (i.e., a classroom stressor) exacerbated associations. Cumulative family stressors were negatively associated with children's early literacy, early math, and classroom participation, but were unrelated to school liking. High levels of teacher–child conflict worsened these associations for literacy (significantly) and classroom participation (at trend level). The combination of both high levels of cumulative family stressors and a highly conflictual relationship with teachers was negatively associated with school liking. No interaction was detected for math. Results highlight the role of family stress for school adjustment and address implications of conflictual teacher–child relationships for vulnerable children at the transition to formal schooling.

中文翻译：

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累积家庭压力和幼儿园调整：师生冲突的加剧作用

摘要：在幼儿时期，家庭中同时存在多个压力源可能会损害健康的学校适应能力，并可能产生长期影响。此外，跨多种情境（例如，家庭和学校）的压力源可以加剧压力对儿童功能的负面影响。我们调查了175名幼儿园家长中父母报告的家庭压力源的累积负担与标准化的早期识字和数学成绩，老师报告的课堂参与以及孩子报告的学校喜欢之间的关联。我们还研究了师生冲突（即课堂压力源）是否加剧了联想。累积的家庭压力与儿童的早期识字，早期数学和课堂参与度呈负相关，但与学校的喜好无关。高水平的师生冲突使这些在读写能力（显着）和课堂参与（趋势水平）方面的联系恶化了。高水平的累积家庭压力和与教师的高度冲突关系两者的结合与学校的喜好负相关。未检测到数学交互。结果强调了家庭压力在学校调整中的作用，并解决了在过渡到正规学校的过程中，冲突的师生关系对弱势儿童的影响。