The differential role of symptoms of anxiety and social withdrawal in Chinese children's dependency on their teachers during the transition to nursery care

Xiao ZHANG

Research output: Contribution to journalArticles

4 Citations (Scopus)

Abstract

Research Findings: Based on a short-term longitudinal sample of Chinese children, the present study examined the role of symptoms of anxiety and social withdrawal in dependency on teachers during the transition to nursery care. Children's dependency on their teachers was assessed first at 3 months after nursery entry (Time 1) and then at the end of the nursery year (Time 2). Symptoms of anxiety and social withdrawal were assessed at Time 1. The results showed that more symptoms of anxiety were associated with more dependency on teachers at Time 1 and more rank-order increases in dependency from Time 1 to Time 2. In contrast, more symptoms of social withdrawal were associated with less dependency at Time 1 and more rank-order decreases in dependency from Time 1 to Time 2. Practice or Policy: Implications for parents, teachers, and educational psychologists are discussed. Copyright © 2014 Taylor & Francis Group, LLC.
Original languageEnglish
Pages (from-to)956-969
JournalEarly Education and Development
Volume26
Issue number7
Early online dateMay 2014
DOIs
Publication statusPublished - 2015

Citation

Zhang, X. (2015). The differential role of symptoms of anxiety and social withdrawal in Chinese children's dependency on their teachers during the transition to nursery care. Early Education and Development, 26(7), 956-969.

Fingerprint Dive into the research topics of 'The differential role of symptoms of anxiety and social withdrawal in Chinese children's dependency on their teachers during the transition to nursery care'. Together they form a unique fingerprint.