Abstract:The current study examined the effects of parent–child and teacher–child relationships on behavior regulation of children at risk. In particular, the amplifying or attenuating effect of one context (i.e., teacher–child relationships) for another context (i.e., parent–child relationship) on children’s behavior regulation was examined. Participants were 291 children (159 boys) ages 37–70 months (M = 53.88 months, SD = 6.44 months) from three different preschools serving low-income children in two Midwestern cities. Parents and teachers reported on their relationships with children during fall. Behavior regulation was assessed via structured tasks during spring and summer. After controlling for demographic variables, results showed that parent–child closeness and teacher–child conflict were related to children’s behavior regulation. Interaction models showed that when children experienced a combination of low parent–child closeness and high teacher–child conflict, they had lower levels of behavior regulation. Findings highlight the importance of parent–child and teacher–child relationships, both independently and together, for low-income children’s behavior regulation.

中文翻译：

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检验亲子关系和师生关系对处于危险中的儿童行为调节的作用

摘要：目前的研究探讨了亲子关系和师生关系对处于危险中的儿童行为调节的影响。特别是，研究了一种情境（即，师生关系）对另一种情境（即，亲子关系）对孩子行为调节的放大或减弱作用。参与者来自中西部两个城市低收入儿童的三所不同幼儿园的291名儿童（159名男孩），年龄在37-70个月（M = 53.88个月，SD = 6.44个月）。家长和老师报告了他们在秋季与孩子的关系。在春季和夏季，通过结构化任务评估了行为调节。在控制了人口统计学变量之后，结果表明，亲子关系和师生冲突与孩子的行为调节有关。互动模型显示，当孩子经历亲子关系低和师生冲突高时，他们的行为调节水平就会降低。研究结果突显了父母与子女以及教师与子女之间的关系对于低收入儿童行为调节的独立性和共同性的重要性。