ArticleFrontiers in psychology2026
Longitudinal associations between teacher-child relationships, resilience, and behavioral problems among preschool children.
Article in Frontiers in psychology, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
Introduction: In preschool children, teacher-child relationships and psychological resilience-particularly its self-regulation component-have been identified as important correlates of behavioral problems. However, the nature of their relationship and the mechanism of their interaction still require further understanding and exploration. Methods: Drawing on teacher-reported questionnaires, this two-wave longitudinal study ( Results: Contrary to expectations, the cross-lagged effects were unidirectional: children's resilience (as reported by teachers) was longitudinally associated with subsequent teacher-child relationships, but not the reverse. Self-regulation mediated both concurrent and longitudinal associations between teacher-child closeness/conflict and behavioral problems. Conclusion: These findings suggest that self-regulation may serve as a mechanism linking teacher-child relationship quality to behavioral outcomes in left-behind preschool children, although the correlational design precludes causal inferences.
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