Human Ecology Research

The Korean Home Economics Association (대한가정학회)
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Moderating Effect of Negative Emotionality on the Association between Teacher-Child Intimacy and Peer Interaction

교사-유아의 친밀감과 유아의 또래상호작용의 관계에서 부정적 정서성의 중재효과

  • Yi, Ye Jin (Korea Institute of Child Care and Education) ;
  • Shin, Yoo Lim (Department of Child & Family Studies, The Catholic University of Korea)
  • Received : 2015.01.27
  • Accepted : 2015.04.02
  • Published : 2015.08.30
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Abstract

This study investigated the moderating effect of negative emotionality on the association between teacher-child intimacy and peer interaction based on a differential susceptibility model. The participants were 252 three-year-old children recruited from a day care center and preschool located in Incheon and Gyeonggi province. The teacher-child relationship was measured on a Student-Teacher Relationship Scale. This measure is a type of teacher's report with ratings based on a teacher's daily observations. This scale is composed of closeness items on the degree of warmth and open communication in teacher-child relationships. Peer interactions were measured with a Penn Interactive Peer Play Scale. This measure is composed of play interaction items, play disruption items and play disconnection. Negative emotionality was measured with Child Behavior Questionnaire. Teachers measured teacher-child intimacy and peer interaction scales. Parents reported children's negative emotionality. The research showed that negative emotionality moderated the association of teacher-child intimacy, play interaction, play isolation and play disruption. The magnitude of association between teacher-child intimacy and play disconnection as well as play interaction was greater for high levels of negative emotionality. Teacher-child intimacy was significantly associated with play disruption only for high levels of negative emotionality. The findings of this study support a differential susceptibility model.

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References

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