Peers Relationship and School Adjustment: The Moderating Role of  Child-Teacher Relationship

İmray Nur; Yaşare Aktaş Arnas; Burcu Sultan Abbak Kaçar

Article Details

Peers Relationship and School Adjustment: The Moderating Role of Child-Teacher Relationship

Authors:

İmray Nur | Yaşare Aktaş Arnas | Burcu Sultan Abbak Kaçar

Publisher:

Dokuz Eylul University

Main Topics:

Okul Öncesi Eğitim

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.1219-1239

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001344238

pISSN:

2602-2850

Keywords:

Abstract:

 This study aimed to examine the moderating role of teacher-child relationships in the association between childrens peer relationships and school adjustment. Twenty-four preschool teachers provided information about the peer relationships, school liking, school avoidance levels, and teacher-child relationships of 222 children in their classrooms. Overall, the findings showed that aggression toward peers and teacher-child closeness were associated with higher school liking, whereas anxious-fearful peer relationships were linked to lower school liking and higher school avoidance. Additionally, teacher-child closeness moderated the relationship between aggression toward peers and school liking, as well as the relationship between prosocial behaviors toward peers and school avoidance. These results support the idea that teacher-child relationships can function as a protective factor depending on the characteristics of childrens peer relationships.

 This study aimed to examine the moderating role of teacher-child relationships in the association between childrens peer relationships and school adjustment. Twenty-four preschool teachers provided information about the peer relationships, school liking, school avoidance levels, and teacher-child relationships of 222 children in their classrooms. Overall, the findings showed that aggression toward peers and teacher-child closeness were associated with higher school liking, whereas anxious-fearful peer relationships were linked to lower school liking and higher school avoidance. Additionally, teacher-child closeness moderated the relationship between aggression toward peers and school liking, as well as the relationship between prosocial behaviors toward peers and school avoidance. These results support the idea that teacher-child relationships can function as a protective factor depending on the characteristics of childrens peer relationships.

 This study aimed to examine the moderating role of teacher-child relationships in the association between childrens peer relationships and school adjustment. Twenty-four preschool teachers provided information about the peer relationships, school liking, school avoidance levels, and teacher-child relationships of 222 children in their classrooms. Overall, the findings showed that aggression toward peers and teacher-child closeness were associated with higher school liking, whereas anxious-fearful peer relationships were linked to lower school liking and higher school avoidance. Additionally, teacher-child closeness moderated the relationship between aggression toward peers and school liking, as well as the relationship between prosocial behaviors toward peers and school avoidance. These results support the idea that teacher-child relationships can function as a protective factor depending on the characteristics of childrens peer relationships.

 Bu araştırma, çocukların akran ilişkileri ve okula uyumları arasındaki ilişkide çocuk-öğretmen ilişkilerinin moderatör rolünü incelemeyi amaçlamıştır. 24 okul öncesi öğretmeni sınıflarındaki 222 çocuk için çocukların akran ilişkileri, okulu sevme, okuldan kaçınma düzeyleri ve çocuk-öğretmen ilişkileri hakkında bilgi vermiştir. Bulgular genel olarak, akranlara karşı saldırganlık ve çocuk-öğretmen yakınlığının daha yüksek okul sevgisiyle ilişkili olduğunu, kaygılı-korkulu akran ilişkilerinin ise daha düşük okul sevgisi ve daha yüksek okuldan kaçınma ile bağlantılı olduğunu göstermiştir. Ayrıca, çocuk-öğretmen yakınlığı, akranlara karşı saldırganlık ile okulu sevme arasındaki ilişkide ve akranlara karşı prososyal davranışlar ile okuldan kaçınma arasındaki ilişkide moderatör rol oynamıştır. Bu sonuçlar, çocuk-öğretmen ilişkilerinin, çocukların akran ilişkilerinin özelliklerine bağlı olarak koruyucu bir faktör işlevi görebileceği fikrini desteklemektedir.

Article Details

Peers Relationship and School Adjustment: The Moderating Role of Child-Teacher Relationship

Authors:

İmray Nur | Yaşare Aktaş Arnas | Burcu Sultan Abbak Kaçar

Publisher:

Dokuz Eylul University

Main Topics:

Okul Öncesi Eğitim

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.1219-1239

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001344238

pISSN:

2602-2850

School adjustment

peer relationships

child- teacher relationships

preschool periodOkula uyum

akran ilişkileri

çocuk-öğretmen ilişkileri

okul öncesi dönem

Issues

Article Details

Authors: İmray Nur | Yaşare Aktaş Arnas | Burcu Sultan Abbak Kaçar

Publisher: Dokuz Eylul University

Main Topics: Okul Öncesi Eğitim

Journal: Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.1219-1239

Document Type: Article

Publication Date: 3/2025

Document Language: Turkish

Document ID (Org No.): 2001344238

pISSN: 2602-2850

Issues

Authors:

İmray Nur | Yaşare Aktaş Arnas | Burcu Sultan Abbak Kaçar

Publisher:

Dokuz Eylul University

Main Topics:

Okul Öncesi Eğitim

Journal:

Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi Dergisi Issue 63, pp.1219-1239

Document Type:

Article

Publication Date:

3/2025

Document Language:

Turkish

Document ID (Org No.):

2001344238

pISSN:

2602-2850