Mother- and Teacher-Child Relationships Predict School Adjustment Outcomes during Home-to-Kindergarten Transition: A Person-Centered Approach
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| Title: | Mother- and Teacher-Child Relationships Predict School Adjustment Outcomes during Home-to-Kindergarten Transition: A Person-Centered Approach |
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| Language: | English |
| Authors: | Xiao-yuan Wu, Eva Yi Hung Lau, Jianbin Li, Tik Sze Carrey Siu |
| Source: | AERA Online Paper Repository. 2025. |
| Availability: | AERA Online Paper Repository. Available from: American Educational Research Association. 1430 K Street NW Suite 1200, Washington, DC 20005. Tel: 202-238-3200; Fax: 202-238-3250; e-mail: subscriptions@aera.net; Web site: http://www.aera.net |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Early Childhood Education Elementary Education Kindergarten Primary Education |
| Descriptors: | Foreign Countries, Preschool Children, Kindergarten, Mothers, Caregiver Child Relationship, Teacher Student Relationship, Parent Child Relationship, School Transition, Student Promotion, Interpersonal Competence, Self Management, Child Behavior, Student Adjustment, Measures (Individuals), Rating Scales, Behavior Problems, Screening Tests, Questionnaires |
| Geographic Terms: | Hong Kong |
| Assessment and Survey Identifiers: | Student Teacher Relationship Scale, Bracken Basic Concept Scale, Strengths and Difficulties Questionnaire |
| DOI: | 10.3102/2188669 |
| Abstract: | This study aims to identify mother- and teacher-child relationships profiles and examine their impact on school adjustment outcomes during home-to-kindergarten transition. Participants were 172 new preschoolers, their mothers, and teachers from nine Hong Kong kindergartens. Two months into the academic year, mothers and teachers reported caregiver-child relationships. Three months later, they rated children's social competence, self-regulation, and behavioral problems, while children completed tasks assessing cognitive competence and self-regulation. Latent profile analysis revealed three distinct profiles: high-quality relationships (72.1%), high teacher-child conflict (21.5%), and low-quality relationships (6.4%). The high-quality relationships profile predicted the highest social competence and self-regulation and the lowest behavioral problems. The findings underscored the importance of maintaining high-quality relationships in both family and school contexts during home-to-kindergarten transition. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED678475 |
| Database: | ERIC |
| Abstract: | This study aims to identify mother- and teacher-child relationships profiles and examine their impact on school adjustment outcomes during home-to-kindergarten transition. Participants were 172 new preschoolers, their mothers, and teachers from nine Hong Kong kindergartens. Two months into the academic year, mothers and teachers reported caregiver-child relationships. Three months later, they rated children's social competence, self-regulation, and behavioral problems, while children completed tasks assessing cognitive competence and self-regulation. Latent profile analysis revealed three distinct profiles: high-quality relationships (72.1%), high teacher-child conflict (21.5%), and low-quality relationships (6.4%). The high-quality relationships profile predicted the highest social competence and self-regulation and the lowest behavioral problems. The findings underscored the importance of maintaining high-quality relationships in both family and school contexts during home-to-kindergarten transition. |
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| DOI: | 10.3102/2188669 |
