Social avoidance and social adjustment in Chinese preschool migrant children: the moderating role of teacher-child relationships.

China preschool migrant children social adjustment social avoidance teacher–child relationships

Journal

Frontiers in psychiatry
ISSN: 1664-0640
Titre abrégé: Front Psychiatry
Pays: Switzerland
ID NLM: 101545006

Informations de publication

Date de publication:
2023
Historique:
received: 21 01 2023
accepted: 02 05 2023
medline: 19 6 2023
pubmed: 19 6 2023
entrez: 19 6 2023
Statut: epublish

Résumé

This study aimed to explore the moderating role of teacher-child relationships in the relations between social avoidance and social adjustment (i.e., prosocial behavior, peer exclusion, and anxious-fearful behavior) in Chinese migrant preschoolers. Participants were 148 migrant children aged 4-6 years (82 boys, Results indicated that social avoidance was positively related to peer exclusion and negatively related to prosocial behavior. Teacher-child relationships moderated those associations. Specifically, teacher-child closeness buffered the relationship between social avoidance and peer exclusion, whereas teacher-child conflict exacerbated the relations between social avoidance and peer exclusion and anxious-fearful behavior. The current finding informs us of the importance of improving teacher-child closeness and reducing teacher-child conflict to buffer the negative adjustment among socially avoidant young children who migrated from rural-to-urban China. The findings also highlight the importance of considering the meaning and implication of social avoidance for migrant preschoolers in Chinese culture.

Identifiants

pubmed: 37333915
doi: 10.3389/fpsyt.2023.1149319
pmc: PMC10272620
doi:

Types de publication

Journal Article

Langues

eng

Pagination

1149319

Informations de copyright

Copyright © 2023 Zhu, Yin, Li, Dong, Zou and Li.

Déclaration de conflit d'intérêts

The authors declare that the research was conducted in the absence of any commercial or financial relationships that could be construed as a potential conflict of interest.

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Auteurs

Jingjing Zhu (J)

Early Childhood Education College, Shanghai Normal University, Shanghai, China.

Xiaoqi Yin (X)

Early Childhood Education College, Shanghai Normal University, Shanghai, China.

Xiaoyun Li (X)

Early Childhood Education College, Shanghai Normal University, Shanghai, China.

Xinyi Dong (X)

Early Childhood Education College, Shanghai Normal University, Shanghai, China.

Shiyao Zou (S)

Early Childhood Education College, Shanghai Normal University, Shanghai, China.

Yan Li (Y)

Early Childhood Education College, Shanghai Normal University, Shanghai, China.

Classifications MeSH