The Relationship Among Children Self-regulation,Teacher-student Relationship And School Adjustment

Children’s self-regulation ability, mainly reflected by the ability to suppress a dominant response to perform a subdominant response, is very important to children’s socialization process. The purpose of the study is to examine the developmental stability of the children’s self-regulation ability in primary school, and to explore how children’s self-regulation ability and the teacher-student relationship affect children’s school adjustment. Based on the vertical and horizontal crossover study design, pupils of grade1, grade3, and grade5in a primary school in Qingzhou, Shandong were selected and given tests related to self-regulation ability and school adjustment. And there was a follow-up study one year later with the same subjects and the same tests. The results are as follows:(1) In the primary school, children’s self-regulation ability is relatively stable. Specifically speaking, children’s attention control ability presents an increasing tendency. But their inhibition control is relatively stable.Girls’self-regulation ability is better than boys’self-regulation ability. Correlations between children’s self-regulation in pre-test and post-test are stable, and the stability increased gradually with the development of grades.(2) The teacher-student relationship has both moderate and mediate effects in the association between children’s self-regulation ability and school adjustment, and the mediate effects are more significantly effective than the moderate effects. Specifically speaking, Children’s self-regulation ability predicts popular peer relationship by intimate teacher-student relationship, and predicts positive social behavior partly by intimate teacher-student relationship. Positive teacher-student relationship is a protective factor in the association between children’s self-regulation ability and refused peer relationship.And children’s self-regulation ability predicts academic scores by conflicting teacher-student relationship, and predicts refused peer relationship partly by conflicting teacher-student relationship.(3) The self-regulation ability has both moderate and mediate effects in the association between the teacher-student relationship and school adjustment. Specifically speaking, with better self-regulation ability, the prediction effect between children’s teacher-student relationship and positive social behavior is stronger. And intimate teacher-student relationship predicts positive social behavior partly by children’s self-regulation ability.