Peers Relationship and School Adjustment: The Moderating Role of Child-Teacher Relationship

Year 2025, Issue: 63, 1219 - 1239, 27.03.2025

İmray Nur , Yaşare Aktaş Arnas , Burcu Sultan Abbak Kaçar

https://doi.org/10.53444/deubefd.1600601

Abstract

This study aimed to examine the moderating role of teacher-child relationships in the association between children's peer relationships and school adjustment. Twenty-four preschool teachers provided information about the peer relationships, school liking, school avoidance levels, and teacher-child relationships of 222 children in their classrooms. Overall, the findings showed that aggression toward peers and teacher-child closeness were associated with higher school liking, whereas anxious-fearful peer relationships were linked to lower school liking and higher school avoidance. Additionally, teacher-child closeness moderated the relationship between aggression toward peers and school liking, as well as the relationship between prosocial behaviors toward peers and school avoidance. These results support the idea that teacher-child relationships can function as a protective factor depending on the characteristics of children's peer relationships.

Keywords

School adjustment, peer relationships, child- teacher relationships, preschool period

Akran İlişkileri ve Okula Uyum Arasındaki İlişkide Çocuk-Öğretmen İlişkilerinin Moderatör Rolü

Abstract

Bu araştırma, çocukların akran ilişkileri ve okula uyumları arasındaki ilişkide çocuk-öğretmen ilişkilerinin moderatör rolünü incelemeyi amaçlamıştır. 24 okul öncesi öğretmeni sınıflarındaki 222 çocuk için çocukların akran ilişkileri, okulu sevme, okuldan kaçınma düzeyleri ve çocuk-öğretmen ilişkileri hakkında bilgi vermiştir. Bulgular genel olarak, akranlara karşı saldırganlık ve çocuk-öğretmen yakınlığının daha yüksek okul sevgisiyle ilişkili olduğunu, kaygılı-korkulu akran ilişkilerinin ise daha düşük okul sevgisi ve daha yüksek okuldan kaçınma ile bağlantılı olduğunu göstermiştir. Ayrıca, çocuk-öğretmen yakınlığı, akranlara karşı saldırganlık ile okulu sevme arasındaki ilişkide ve akranlara karşı prososyal davranışlar ile okuldan kaçınma arasındaki ilişkide moderatör rol oynamıştır. Bu sonuçlar, çocuk-öğretmen ilişkilerinin, çocukların akran ilişkilerinin özelliklerine bağlı olarak koruyucu bir faktör işlevi görebileceği fikrini desteklemektedir.

Keywords

Okula uyum, akran ilişkileri, çocuk-öğretmen ilişkileri, okul öncesi dönem

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