Parent–child conflict and learning problems in Chinese preschoolers: the role of classroom self-regulation and teacher–child closeness
Bibliographic record
Abstract
The current study focuses on the role of classroom self-regulation in the links between parent–child conflict and learning problems, as well as the potential moderating role of teacher–child closeness among preschool children in China. Participants were 208 children aged 3–6 years old (110 boys, 52.9%, Mage = 58.96 months, SD = 5.21) recruited from 2 kindergartens in Shanghai. Mothers rated parent–child conflict, while teachers evaluated children’s learning problems, classroom self-regulation, and teacher–child closeness. Controlling for gender and age, we found that: (1) parent–child conflict significantly and positively predicted children’s learning problems; (2) children’s classroom self-regulation played a partial mediating effect in the relationship between parent–child conflict and children’s learning problems; (3) both the direct effect of parent–child conflict on preschoolers’ learning problems and the mediating effect of classroom self-regulation were moderated by teacher–child closeness. The findings indicate that parent–child conflict is crucial in moulding the learning problems of young children.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".