Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship
Abstract
:1. Introduction
1.1. CU Traits and Children’s Social Adjustment
1.2. The Moderating Role of Teacher-Child Relationship
1.3. The Current Study
2. Methods
2.1. Participants
2.2. Data Collection
2.3. Measures
2.3.1. CU Traits
2.3.2. Social Adjustment
2.3.3. Teacher-Child Relationship
2.4. Statistical Analyses
3. Results
3.1. Descriptive Statistics and Correlation Analysis
3.2. Regression Analyses
4. Discussion
4.1. CU Traits and Children’s Social Adjustment
4.2. The Moderating Role of Teacher-Child Relationship
4.3. Limitations and Future Directions
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Variables | 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 |
---|---|---|---|---|---|---|---|---|---|---|
1. Chid age | - | |||||||||
2. Child gender | 0.02 | - | ||||||||
3. Parental education | 0.03 | 0.04 | - | |||||||
4. CU | −0.04 | −0.11 * | −0.04 | - | ||||||
5. Teacher-child closeness | −0.08 | 0.12 ** | −0.05 | −0.08 | - | |||||
6. Teacher-child conflict | 0.01 | −0.20 *** | 0.02 | 0.17 *** | −0.19 *** | - | ||||
7. Aggressive behavior | 0.05 | −0.26 *** | −0.04 | 0.10 * | 0.03 | 0.47 *** | - | |||
8. Prosocial behavior | 0.13 ** | 0.20 *** | −0.04 | −0.15 ** | 0.55 *** | −0.46 *** | −0.20 *** | - | ||
9. Asocial behavior | −0.13 ** | −0.13 ** | 0.04 | 0.09 * | −0.27 *** | 0.31 *** | 0.26 *** | −0.38 *** | - | |
10. Peer exclusion | −0.08 | −0.26 *** | −0.01 | 0.08 | −0.26 *** | 0.38 *** | 0.42 *** | −0.35 *** | 0.55 *** | - |
M | 4.88 | - | - | 0.66 | 4.04 | 1.59 | 1.10 | 2.38 | 1.12 | 1.10 |
SD | 0.88 | - | - | 0.44 | 0.68 | 0.87 | 0.28 | 0.60 | 0.30 | 0.31 |
Skewness | −0.12 | - | - | 0.68 | −1.15 | 1.70 | 3.33 | −0.74 | 3.10 | 3.10 |
Kurtosis | −1.05 | - | - | 0.19 | 1.63 | 4.64 | 11.55 | 0.11 | 10.37 | 9.57 |
Social Adjustment Variables | ||||
---|---|---|---|---|
Predictor | B | SE | t | 95% CI |
Aggressive behavior | ||||
Child age | 0.03 | 0.04 | 0.64 | [−0.05, 0.11] |
Child gender | −0.38 *** | 0.08 | −5.01 | [−0.53, −0.23] |
CU | 0.04 | 0.04 | 0.99 | [−0.04, 0.11] |
T-C conflict | 0.52 *** | 0.04 | 13.58 | [0.44, 0.59] |
CU × T-C conflict | 0.12 ** | 0.04 | 3.27 | [0.05, 0.19] |
Prosocial behavior | ||||
Child age | 0.09 * | 0.04 | 2.06 | [0.00, 0.18] |
Child gender | 0.37 *** | 0.08 | 4.55 | [0.21, 0.52] |
CU | −0.11 ** | 0.04 | −2.85 | [−0.19, −0.04] |
T-C conflict | −0.35 *** | 0.04 | −8.69 | [−0.43, −0.27] |
CU × T-C conflict | −0.11 ** | 0.04 | −2.75 | [−0.19, −0.03] |
Asocial behavior | ||||
Child age | −0.05 | 0.05 | −1.09 | [−0.14, 0.04] |
Child gender | −0.16 | 0.08 | −1.86 | [−0.32, 0.01] |
CU | 0.06 | 0.04 | 1.46 | [−0.02, 0.14] |
T-C conflict | 0.33 *** | 0.04 | 7.77 | [0.25, 0.42] |
CU × T-C conlfict | 0.11 * | 0.04 | 2.52 | [0.02, 0.19] |
Peer exclusion | ||||
Child age | −0.01 | 0.04 | −0.31 | [−0.10, 0.07] |
Child gender | −0.33 *** | 0.08 | −4.17 | [−0.49, −0.18] |
CU | 0.00 | 0.04 | −0.12 | [−0.08, 0.07] |
T-C conflict | 0.43 *** | 0.04 | 10.64 | [0.35, 0.51] |
CU × T-C conlfict | 0.05 | 0.04 | 1.25 | [−0.03, 0.13] |
Social Adjustment Variables | ||||
---|---|---|---|---|
Predictor | B | SE | t | 95% CI |
Aggressive behavior | ||||
Child age | 0.04 | −0.05 | 0.79 | [−0.56, 0.14] |
Child gender | −0.52 *** | 0.09 | −5.89 | [−0.70, −0.35] |
CU | 0.10 * | 0.04 | 2.16 | [0.01, 0.18] |
T-C closeness | −0.10 * | 0.05 | −2.16 | [−0.19, −0.01] |
CU × T-C closeness | 0.01 | 0.04 | 0.28 | [−0.07, 0.09] |
Prosocial behavior | ||||
Child age | 0.05 | 0.04 | 1.16 | [−0.03, 0.13] |
Child gender | 0.35 *** | 0.07 | 4.90 | [0.21, 0.50] |
CU | −0.11 ** | 0.04 | −2.97 | [−0.18, −0.04] |
T-C closeness | 0.54 *** | 0.04 | 14.42 | [0.46, 0.61] |
CU × T-C closeness | −0.05 | 0.03 | −1.46 | [−0.12, 0.02] |
Asocial behavior | ||||
Child age | −0.01 | 0.05 | −0.28 | [−0.10, 0.08] |
Child gender | −0.16 * | 0.08 | −1.99 | [−0.32, 0.00] |
CU | 0.07 | 0.04 | 1.64 | [−0.01, 0.15] |
T-C closeness | −0.41 *** | 0.04 | −9.73 | [−0.49, −0.33] |
CU × T-C closeness | 0.06 | 0.04 | 1.67 | [−0.01, 0.14] |
Peer exclusion | ||||
Child age | 0.01 | 0.05 | 0.29 | [−0.08, 0.11] |
Child gender | −0.40 *** | 0.08 | −4.73 | [−0.57, −0.23] |
CU | 0.01 | 0.04 | 0.34 | [−0.07, 0.10] |
T-C closeness | −0.29 *** | 0.04 | −6.75 | [−0.38, −0.21] |
CU × T-C closeness | 0.04 | 0.04 | 0.95 | [−0.04, 0.12] |
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Zhu, J.; Xia, X.; Wu, Q.; Zou, S.; Li, Y. Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship. Int. J. Environ. Res. Public Health 2023, 20, 3426. https://doi.org/10.3390/ijerph20043426
Zhu J, Xia X, Wu Q, Zou S, Li Y. Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship. International Journal of Environmental Research and Public Health. 2023; 20(4):3426. https://doi.org/10.3390/ijerph20043426
Chicago/Turabian StyleZhu, Jingjing, Xiaoying Xia, Qianqian Wu, Shiyao Zou, and Yan Li. 2023. "Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship" International Journal of Environmental Research and Public Health 20, no. 4: 3426. https://doi.org/10.3390/ijerph20043426