The Role of Teacher-Child Conflict in Characterizing Early Mother-Child Attachment Influences on Behavior Problems in Preschool

摘要

The purpose of the study was to examine the moderating role of teacher-child conflict in characterizing early mother-child attachment influences on behavior problems in preschool. The study used the data from National Institute of Child Health and Human Development's (NICHD) Early child Care Research Network Study of Early Child Care and Youth Development (SECCEY). The results indicated that teacher-child conflict had a statistically significant effect on later behavior problems (both internalizing and externalizing problems) after controlling for the demographic variables, early mother-child attachment behavior and prior behavior problems. However, moderation analyses did not indicate that early mother-child attachment and teacher-child conflict interact together to significantly affect the later behavior problems.