ABSTRACT

Affective teacher–child relationships have frequently been investigated in school settings, but less attention has been devoted to these relationships in after-school care. This study explored caregiver- (N = 90) and child-informed reports (N = 90) of the affective caregiver–child relationship (N = 180 dyads) in Dutch after-school care, exploring gender differences at caregiver and child level and the relationship with a gender match between children and caregivers. The caregivers and children reported relatively high levels of closeness and relatively low level of conflict and dependency/autonomy support, irrespective of gender. Multilevel regression analyses revealed that a gender match between child and caregiver was associated with teacher-reported closeness: levels were highest in female-girl dyads and lowest in male-boy dyads. Further, boys indicated the highest levels of autonomy in male-boy dyads, whereas girls indicated the lowest levels in female-girl dyads. Masculinity of staff was associated with more child-reported autonomy support, whereas femininity predicted caregiver-reported closeness in the relationship.

摘要

经常在学校环境中调查有效的师生关系，但很少有人关注课后托管中的这些关系。本研究探讨了照顾者-（N  = 90）和儿童知情报告（N  = 90）的情感照顾者 - 儿童关系（N = 180 dyads）在荷兰的课后托管中，探讨了照顾者和儿童层面的性别差异以及儿童和照顾者之间性别匹配的关系。无论性别如何，照料者和儿童报告的亲密程度相对较高，冲突和依赖/自主支持程度相对较低。多层次回归分析显示，儿童和看护者之间的性别匹配与教师报告的亲密程度相关：女性-女孩二人组的水平最高，男性-男孩二人组的水平最低。此外，男孩在男男二人组中表现出最高水平的自主权，而女孩在女女二人组中表现出最低水平的自主权。工作人员的男性气质与更多儿童报告的自主支持相关，而女性气质预示着照顾者报告的亲密关系。