ArticleFrontiers in psychiatry2023
Social avoidance and social adjustment in Chinese preschool migrant children: the moderating role of teacher-child relationships.
Article in Frontiers in psychiatry, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed, 19 citations in OpenAlex.
- The influence of teacher care on middle school students' social-emotional competence: evidence from the China Education Panel Survey (2013-2014).Frontiers in psychology · 2026Article
- The relationship between social avoidance, behavioral self-regulation, and social adjustment among Chinese Kindergartners.BMC psychology · 2025Article
- Preschool children's social skills, problem behaviors, academic self-esteem and teacher-child relationship: a serial mediation model.Frontiers in psychology · 2025Article
- Status and influence of parental rearing style and social psychology process on social adaptability of medical students: using college students in Jilin Province, China, as an example.Frontiers in psychology · 2025Article
- The influence mechanism of relative deprivation on prosocial behavior of migrant children: based on the mediating effect of self-esteem and the moderating effect of social support.Frontiers in psychology · 2025Article
- Article
- Relationships between Resilience and Self-Efficacy in the Prosocial Behavior of Chilean Elementary School Teachers.Behavioral sciences (Basel, Switzerland) · 2024Article
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Authors and funding
6 authors at 1 institution in 1 country.
Funding
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Abstract
Objectives: This study aimed to explore the moderating role of teacher-child relationships in the relations between social avoidance and social adjustment (i.e., prosocial behavior, peer exclusion, and anxious-fearful behavior) in Chinese migrant preschoolers. Methods: Participants were 148 migrant children aged 4-6 years (82 boys, Results: Results indicated that social avoidance was positively related to peer exclusion and negatively related to prosocial behavior. Teacher-child relationships moderated those associations. Specifically, teacher-child closeness buffered the relationship between social avoidance and peer exclusion, whereas teacher-child conflict exacerbated the relations between social avoidance and peer exclusion and anxious-fearful behavior. Conclusion: The current finding informs us of the importance of improving teacher-child closeness and reducing teacher-child conflict to buffer the negative adjustment among socially avoidant young children who migrated from rural-to-urban China. The findings also highlight the importance of considering the meaning and implication of social avoidance for migrant preschoolers in Chinese culture.
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