Student-Teacher Relationships and Attention Problems in School-Aged Children: The Mediating Role of Emotion Regulation

摘要

The aim of this study was to explore the relationship between the quality of student-teacher relationship and attention problems, taking into account two different attention problems (Attention Dysregulation and Attentive Detachment), and the mediating role of Emotion Regulation. Through a multi-informant methodology, teachers rated 161 school-aged children (87 boys and 74 girls) using the Emotion Regulation Checklist, Teacher's Report Form, and Student-Teacher Relationship Scale, and observers rated the same children on attentive behavior in class using the Child' s Attention Scale. Results demonstrated the influence of the student-teacher relationship on attentional behavior, via the mediating role of Emotion Regulation. On dealing with children's attention problems, it will be useful to strive for improving student-teacher relationships that in turn could foster their emotion and attention regulation.