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Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship

Author

Listed:
  • Jingjing Zhu

    (Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China)

  • Xiaoying Xia

    (School of Early Childhood Education, Shanghai Normal University Tianhua College, Shanghai 201815, China)

  • Qianqian Wu

    (Wuchang Experimental Kindergarten, Wuhan 430061, China)

  • Shiyao Zou

    (Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China)

  • Yan Li

    (Shanghai Institute of Early Childhood Education, Shanghai Normal University, Shanghai 200234, China)

Abstract

Callous-unemotional (CU) traits are associated with social adjustment difficulties, but few studies have examined the underlying mechanisms in Chinese preschoolers. This study examined the relationship between CU traits and social adjustment among Chinese preschoolers as well as the moderating role of the teacher-child relationship in the association. Participants were 484 preschool children aged 3–6 years old from Shanghai, China ( M age = 5.56 years, SD = 0.96 years). Parents reported children’s CU traits and teachers reported their relationship with children and rated children’s social adjustment as well. The results revealed that (1) children with higher CU traits positively related to aggressive and asocial behavior with peers, but negatively related to prosocial behavior; (2) the teacher-child relationship moderated the relationship between CU traits and social adjustment in children. Specifically, teacher-child conflict exacerbated the aggressive and asocial behavior of children with CU traits and reduced the prosocial behavior of children with CU traits. These findings extended the current research on CU traits and had important implications for early interventions targeted at children with CU traits.

Suggested Citation

  • Jingjing Zhu & Xiaoying Xia & Qianqian Wu & Shiyao Zou & Yan Li, 2023. "Callous-Unemotional Traits and Social Adjustment among Chinese Preschoolers: The Moderating Role of Teacher-Child Relationship," IJERPH, MDPI, vol. 20(4), pages 1-15, February.
    • Handle: RePEc:gam:jijerp:v:20:y:2023:i:4:p:3426-:d:1069653
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    References listed on IDEAS

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    1. Myriam Squillaci & Valérie Benoit, 2021. "Role of Callous and Unemotional (CU) Traits on the Development of Youth with Behavioral Disorders: A Systematic Review," IJERPH, MDPI, vol. 18(9), pages 1-26, April.
    2. Palmer Johnson & Leo Fay, 1950. "The Johnson-Neyman technique, its theory and application," Psychometrika, Springer;The Psychometric Society, vol. 15(4), pages 349-367, December.
    3. Douglas Bonett & Thomas Wright, 2000. "Sample size requirements for estimating pearson, kendall and spearman correlations," Psychometrika, Springer;The Psychometric Society, vol. 65(1), pages 23-28, March.
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