The Relationship Between Teacher-Child Relationships and Children's Self-Esteem: The Moderating Role of Family Socioeconomic Status

Abstract

This study investigates the relationship between teacher-child relationships and preschoolers' self-esteem, while examining the moderating effect of family socioeconomic status (SES). The research employed the Teacher-Child Relationship Scale, the Teacher-Rated Self-Esteem Questionnaire for Children Aged 3-9, and the SES Scale. A total of 310 senior kindergarten children and their teachers from Tianjingshan Second Kindergarten and Xinqiao Central Kindergarten participated. Findings revealed: (1) Teacher-child relationships showed a significant positive correlation with preschoolers' self-esteem; (2) Family socioeconomic status showed no significant correlation with either preschoolers' self-esteem or teacher-child relationships. The findings indicate that teacher-child relationships are a key factor influencing preschoolers' self-esteem, while family socioeconomic status does not exert a significant moderating effect.