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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
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
FullText Text:
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  Data: Mother- and Teacher-Child Relationships Predict School Adjustment Outcomes during Home-to-Kindergarten Transition: A Person-Centered Approach
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  Data: <searchLink fieldCode="AR" term="%22Xiao-yuan+Wu%22">Xiao-yuan Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Eva+Yi+Hung+Lau%22">Eva Yi Hung Lau</searchLink><br /><searchLink fieldCode="AR" term="%22Jianbin+Li%22">Jianbin Li</searchLink><br /><searchLink fieldCode="AR" term="%22Tik+Sze+Carrey+Siu%22">Tik Sze Carrey Siu</searchLink>
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  Data: 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
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  Data: 13
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  Data: 2025
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  Data: Speeches/Meeting Papers<br />Reports - Research
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  Data: <searchLink fieldCode="DE" term="%22Hong+Kong%22">Hong Kong</searchLink>
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  Data: <searchLink fieldCode="SU" term="%22Student+Teacher+Relationship+Scale%22">Student Teacher Relationship Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Bracken+Basic+Concept+Scale%22">Bracken Basic Concept Scale</searchLink><br /><searchLink fieldCode="SU" term="%22Strengths+and+Difficulties+Questionnaire%22">Strengths and Difficulties Questionnaire</searchLink>
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  Data: 10.3102/2188669
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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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  Data: 2026
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  Data: ED678475
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        Value: 10.3102/2188669
    Languages:
      – Text: English
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        PageCount: 13
    Subjects:
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Preschool Children
        Type: general
      – SubjectFull: Kindergarten
        Type: general
      – SubjectFull: Mothers
        Type: general
      – SubjectFull: Caregiver Child Relationship
        Type: general
      – SubjectFull: Teacher Student Relationship
        Type: general
      – SubjectFull: Parent Child Relationship
        Type: general
      – SubjectFull: School Transition
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      – SubjectFull: Student Promotion
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      – SubjectFull: Interpersonal Competence
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      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Child Behavior
        Type: general
      – SubjectFull: Student Adjustment
        Type: general
      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Rating Scales
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      – SubjectFull: Behavior Problems
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      – SubjectFull: Hong Kong
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      – SubjectFull: Student Teacher Relationship Scale
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      – SubjectFull: Bracken Basic Concept Scale
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      – SubjectFull: Strengths and Difficulties Questionnaire
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      – TitleFull: Mother- and Teacher-Child Relationships Predict School Adjustment Outcomes during Home-to-Kindergarten Transition: A Person-Centered Approach
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            NameFull: Xiao-yuan Wu
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            NameFull: Tik Sze Carrey Siu
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              Type: published
              Y: 2025
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