Abstract
Objective The purpose of this study was to examine the influence of teachersâ positive interaction on child school readiness which was mediated by child preference for teacher and institute. Further, this study compared the effects between children from low-SES households and children from higher SES households. Methods This study used data from the Panel Study on Korean Children and tested two group comparison of the SEM. Results The results showed that the teachersâ positive interaction affected child school readiness directly and indirectly through childrenâs teacher and institute preference. In addition, teachersâ positive interaction on low SES childrenâs preference than comparative group. Conclusion The results imply that teachersâ positive interaction could be a prevention effect for low SES child adjustment. Keywords: Teacherâs Interaction, School Readiness, low-SES Children, Multi Group Analysis, Panel Study on Korean Children
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