title: Links Among Italian Preschoolers' Socio-Emotional Competence, Teacher-Child Relationship Quality and Peer Acceptance.
abstract: The purpose of the present study was to examine the relations of teacher-child relationship quality (close, conflictive, and dependent), children's social behavior, and peer likability in a sample of Italian preschool-aged children (46 boys; 42 girls). Preschool teachers evaluated the quality of the teacher-child relationship and children's social behaviors (i.e., social competence, anger-aggression, and anxiety-withdrawal). Peer-rated likability was measured using a sociometric procedure. Results indicated that conflictual teacher-child relationships were related to high aggressive behavior, and dependent teacher-child relationships were positively associated with children's anxiety-withdrawal. Moreover, we found an indirect association between close teacher-child relationship quality and peer likability through children's social competence. The findings provide evidence that the teacher-child relationship is critical for children's social behaviors, and that social competence was uniquely related to peer likability.
authors.affiliation: Arizona State University, Tempe, Arizona.
authors.forename: Stefania
authors.initials: S
authors.lastname: Sette
authors.forename: Tracy
authors.initials: T
authors.lastname: Spinrad
authors.forename: Emma
authors.initials: E
authors.lastname: Baumgartner
keywords: Children’s social behavior; Italian Preschool; Peer likability; Teacher-child relationship
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