Parent-child attachment and teacher-student relationships in Chinese children from low-income families: A moderated mediation model of shyness and resilience

Longitudinal relations among parent–child relationships, positivity, and teachers–student relationships in Chinese children.

“…Previous empirical research has provided abundant evidence of the crucial contributors of relationships with parent and teacher on children’s psychosocial and academic outcomes (e.g., Davies & Sturge-Apple, 2014; Obeldobel & Kerns, 2021), while some cross-sectional studies have supported the unidirectional effects of relationship quality with parents on interpersonal relationships with teachers in school (O’Connor et al, 2012; S. Wang et al, 2022; Zhang, 2011).…”

“…This article is intended solely for the personal use of the individual user and is not to be disseminated broadly. POSITIVITY AND RELATIONSHIP QUALITY 7 teachers in school (O'Connor et al, 2012;S. Wang et al, 2022;Zhang, 2011).…”

“…Thus, children who have positive relationships with their parents can approach interactions with others in a positive and trusting way and further generate positive new social relationships, such as relationships with teachers (Wentzel, 2016). A cross-sectional study found that positive parental-child attachment was significantly associated with higher quality teachers-student relationships in Chinese children (S. Wang et al, 2022). Moreover, a short-term longitudinal study among Chinese preschoolers revealed that mother-child relationships significantly predicted teachersstudent relationships after 3 months (Zhang, 2011), which is consistent with a long-term (i.e., 5 years) longitudinal study among 1,140 young children (36 months) by O'Connor et al (2012).…”

“…This phenomenon may be more prominent in China. Students' filial attitude and respect for their teacher are basic social norms within Confucian culture (e.g., S. Wang et al, 2022). If a child develops a conflicted relationship with their teacher rather than a close one, this is often considered unacceptable by parents according to these Confucian norms.…”

Personality Traits, Student-Teacher Relationships and Boys’ Academic Crisis in China: Evidence From the Least Developed Regions

“…The student-teacher relationship was emphasized in the literature and theories on classroom environment perception, school adjustment, and social support (Bowden, 2013). According to the academic risk hypothesis, students with low socioeconomic status, ethnic minority, and learning difficulties were more likely to be at academic risk and more vulnerable to negative student-teacher relationships (Hamre & Pianta, 2001; McCormick et al, 2017; S. Wang et al, 2023).…”