The Effect of Preschooler’s Effortful Control on Peer Acceptance: Multiple Parallel Mediation of the Teacher-Child Closeness-Conflict Relationship
AUTHOR : 석승림, 민하영
INFORMATION : page. 31~45 / 2025 Vol.32 No.1
ABSTRACT
The purpose of this study investigated the influence of preschooler’s effortful control and teacher-child relationship on peer acceptance from parallel mediating perspective. The subjects were 228 five-year-old children attending early childhood education institutions located in Daegu and Gyeongbuk region. Questionnaires consisted of preschooler’s effortful control Using the Children’s Behavior Questionnaire (CBQ), teacher-child relationship using the Student-Teacher Relationship (STRS) and peer acceptance using the Child Behavior Scale (CBS) measured by teacher. The collected data were analyzed by structural equation modeling(SEM) using of SPSS 19.0 and AMOS 20.0. The results of the study are as follow. First, children’s effortful control had a positive influence on peer acceptance. Second, child-teacher closeness relationship had a positive influence on children’s peer acceptance and child-teacher conflict relationship had a negative influence on children’s peer acceptance. Third, children’s effortful control had a positive influence on child-teacher closeness relationship and a negative influence on child-teacher conflict relationship. Fourth, children’s effortful control had an indirect effect on peer acceptance by the full mediation of child-teacher closeness relationship and by the full mediation of child-teacher conflict relationship. This means that the child-teacher closeness conflict relationship is more important than the effortful control of temperamental characteristics in peer acceptance. This study suggests that teacher education on teacher's response and interactions can help preschooler form close relationships with the teacher in order to increase peer acceptance.