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 (Mage = 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.
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