Longitudinal associations between teacher-child relationships, resilience, and behavioral problems among preschool children.

INTRODUCTION

In preschool children, teacher-child relationships and psychological resilience-particularly its self-regulation component-have been identified as important correlates of behavioral problems. However, the nature of their relationship and the mechanism of their interaction still require further understanding and exploration.

METHODS

Drawing on teacher-reported questionnaires, this two-wave longitudinal study (N = 240 Chinese left-behind preschool children, 1-year interval) assessed teacher-child relationships (closeness and conflict), three facets of resilience (initiative, self-regulation, and attachment/relationships), and behavioral problems. Cross-lagged panel models were employed to examine the longitudinal associations between teacher-child relationships and resilience, and mediation analyses tested whether self-regulation mediated the link between teacher-child relationships and behavioral problems.

RESULTS

Contrary to expectations, the cross-lagged effects were unidirectional: children's resilience (as reported by teachers) was longitudinally associated with subsequent teacher-child relationships, but not the reverse. Self-regulation mediated both concurrent and longitudinal associations between teacher-child closeness/conflict and behavioral problems.

CONCLUSION

These findings suggest that self-regulation may serve as a mechanism linking teacher-child relationship quality to behavioral outcomes in left-behind preschool children, although the correlational design precludes causal inferences.