The Role of Children’s Media Use in Teacher-Child Relationship, Classroom Adjustment and Performance When Transit to Primary School

Early transition from preschool to primary school is an important predictor that gives a lot of insight into the later years of formal schooling.In this process,teacher-child relationship is a determining factor on social and academic success when children make an attempt to adjust to the school environment.The major purpose of the study was to examine the teacher-child relationship in children’s media use with a focus on the teacher-child interaction,classroom adjustment and performance.Correlation and regression analyses were used to identify these variables.Participants were 250 children(N=250,121 girls,129 boys) across the first year of primary school. 250 families as well as the teachers of children were surveyed on the children’s media use and teacher-child relationship.Correlation analyses indicated that the quality of teacher-child relationship was linked to children’ media use.Key findings suggest that the longer the media is used by a child, the less likely he/she is to interact with the teacher.What’s more,the more the teacher assigns assignments through the mobile phone or tablet, the less child admires the teacher,which as well could reduce the class satisfaction via teacher-child interaction in sequence.Additionally,this study also indicates that media assignments by teachers is a new risk factor of negative relationship via teacher-child interaction.

W.,2009;Luckner&Pianta,2011; Pianta,1999), as well as to school adjustment (Pinata&Steinberg,1992). Relationships between teachers and children are performed in a relatively complex system which is based on various factors,such as the context of the relationship,the child's home environment,the attachment patterns that child and teacher has developed (Sameroff,1995;Pianta,Hamre,&Stuhlman,2003). Moreover,children may be able to develop different relationship types with teachers that are different from the relations they have formed with their parents.which may have unique and important implications for children with poor parent-child relationships (Howes,C.,Galinsky,E., Kontos,S.,1998;van IJzendoorn et al.,1992). Children's environment is a critical factor when examining the teacher-child relationship which taken place through various interactions between teacher and child from kindergarten through 6 grade (Jerome,Hamre&Pianta,2008). Pianta (2002) found that SES and race are possible factors which affecting the teacher-child relationship.For example,children from families with lower SES and maternal education are likely to performed less positive in the classroom and their study is more teacherdirected (Pianta et al.,2002). Gender has been reported to linked to teacher-child relationship.for example,boys are typically experience more conflict and less closeness compared with girls (Ladd et al.,1999;Saft&Pianta,2001).
A broad range of environmental factors (i.e.,,parenting style,peer group) have been proved to affects children's relational behavior in school,in return influencing the quality of relationships that children form with teachers.For example,Children are well cared for in a high-quality home environment, and they also get a highquality care experience in school, which also results in high-quality teacher-student relationships (Jerome,Hamre&Pianta,2008;National Institute of Child Health and Human Development Early Child Care Research Network,1997).
All the findings highlight the importance of teacher-child relationships on the children's development, and more attention needs to be devoted to the continued exploration of the relevance of these relationships.Based on the above theory and research,though various studies have illuminated predictors of teacher-child relationship quality in early years from the perspective of cognition, few have explored it from the relevance-theoretic perspective in mid-childhood,the present study therefore aims to gain a better understanding of the teacher-child relationship in children's media use with a focus on the teacher-child interaction,classroom adjustment and performance when transit from preschool to primary school.

Children's media access and use in China
China is a late comer on the research on children's media access and use.Starting in the 1980s, which can be divided into two phases.The first stage was from the 1980s to the end of the 1990s. With the rapid spread of television nationwide, the influence of television on children has become a hot spot of concern for the whole society. Issues of concern at this stage include: 1.The type of TV program, the time and frequency of viewing, and the difference between TV media and print media (Buo Wei, 1991, Dream Circle, 1997). 2.The motivation of children's media use, parental involvement, etc (Wu Wei, 1993, 1996. 3.Research on the impact of television on children, including the impact on children's health, morality, psychology, development, gender roles, and social attitudes and behaviors (Yang Zidi, 1985;Bu Wei, 1994Yuan Chunqing, 1995).
In the second stage, from the beginning of the 1990s and after entering the 21st century, the media ownership rate of urban families among children in China continued to rise. Owing to the support of the National Social Science Research Fund and cooperation with other subject projects, the research on children's media has made a comprehensive breakthrough in two aspects.
On one side, the scope of the study has expanded, which including children's media use in the amount of time, genre, frequency and individual differences.
The mass media is characterized by its generalized dissemination,openness, diversity and entertainment,It has played an active role in promoting emotional regulation of children in rural areas (Zhang,2008), diversifying children's personality and self-determination of values (Wang Yan, 2001; Han Ying, 2007) . However, Wang Gang also pointed out that the media mimetic environment is adultized, as well as the adultization of TV program content, misleading on the values of fame, fortune, money, and consumption, which has a negative impact on children's psychology (Wang,2008). Li Qi(2013)conducted a study on the children's media use and TV preferences in Shandong Province (aged from 0 ~12) .In this study,the children displayed age differences on TV viewing time, motivation of TV viewing, and their personal preferences for content and type.

The present study
The present investigation (1) examined the correlation between children's media use and teacher-child relationship.
(2) examined the impact of different media types on teacher-child relationships. (3) described the levels of association of children's media use with teacher relationships. (4) examined the potential trends in the impact of children's media use on teacher-child relationships.Based on the previous study on the quality of relationships between teacher and children and factors that contribute to these relationships,the hypotheses were made as follows: 1.There will be a correlation between children's media use and teacher-child relationship.Based on the research discussed above,we expect that when children enter to school,the amount of time children use media is related to the different types of relationships they have developed with their teachers. 2.Children's media use to different media genres have different effects on children's teacher-child relationship.We expect that children's use of different media is associated with various types of relationships between teachers. 3.Children's gender differences in media use have different effects on their teacher-student relationships. Based on previous findings that gender is linked to teacher-child relationship (Ladd et al.,1999;Saft&Pianta,2001). We expect that gender differences in children's use of media are also reflected in differences in their impact on teacherstudent relationships.

2.Methods
A sample of 250 first grade children (N=250,121 girls,129 boys) as well as their parents and teachers were participants in this study. Questionnaires were analyzed by SPSS 25. . The scale consists four domains of interactions and behaviors between teachers and children,it evaluates the teacher's feelings and beliefs about the children's actions toward him or her.Sample items are:'He/she has a satisfying relationship with me(teacher).He/she is willing to take the initiative to contact with me (teacher).'The reliability of this scale is α= .854.The higher the score on this variable the more positive a teacher is about the student-teacher relationship. 1.Intimate teacher-child relationship 2.Avoiding teacher-child relationship   Among the scales,intimate teacher-child relationship includes for example,he/she is willing to talk to the teacher,He/she fully trusts his/her teacher,He/she worships the teacher.Avoidance teacher-child relationship includes he/she runs away from the teacher,he/she doesn't listen to the teacher.There is a significant correlation between the amount of time of children's media use and teacher-child relationship.
.054 .030 .073 7.He/she has a sense of belonging to the class.
-.175** .043 .071 9.He/she is willing to take the initiative to contact with the teacher.
.147* .033 -.029 *P<0.05,**P<0.01m,***P<0.000. According to table 4,children spent the time on the types of TV program is related to teacher-child relationship and classroom performance. As shown in the table 4,there is a negative correlation between the TV program watching and the child is liked by teacher(r=-.136,P<0.05),he/she has a sense of belonging to the class.(r=-.201,P<0.01),he/she is willing to take the initiative to contact with the teacher(r=-.238,P<0.01),He/she trusts the teacher(r=-.175,P<0.01),he /she can concentrate in class(r=-.388,P<0.01).Also,the frequency with which children watch TV is related to whether they can concentrate in the classroom(r=-.177,P<0.05) and whether they are liked by the teacher(r=-.112,P<0.05).Regarding the time period for watching TV,there is no significant between teacher-child relationship,classroom adjustment and the time slot that when children watch TV.
From the above data results, we can see that the frequency and content of children watching TV is related to teacher-child relationships and classroom adjustment, but not to time slot. Table 5 Correlations between children's mobile phone use and teacher-child relationships and classroom adjustment 1.Make calls or text message 2.Play games 3.learning tools He/she has a sense of belonging to the class.
.009 .-164** .324** *P<0.05,**P<0.01m,***P<0.000. Table 5 indicates that children use mobile phones for different purposes,they have different association with teacher-child relationships and classroom adjustment.Calling or texting with a mobile phone was not significantly related to the teacher-child relationship at school and classroom performance,While Playing games on mobile phones has a significant negative correlation with them.The most relevant is the child's inability to focus on the classroom(r=.-481,P<0.01) In using a mobile phone as a learning tool,it is positively related to the child's sense of belonging in the classroom(r=.352,P<0.01) and he/She is liked by teacher(r=.324,P<0.01),while it is significantly negatively related to children worship/admire teachers(r=.-559,P<0.01),and negatively related to he/she is willing to take the initiative to contact with the teacher(r=.-165,P<0.01).meanwhile,it is negatively related to he /she can concentrate in class(r=.-172,P<0.01).  Regression analysis was performed for children's media use and worship teachers,as it shows above,F(1,248)=4.436,p=0.036<0.05,Beta=-.133(t=-2.106,p=0.036),children's media use time can predict the worship of teachers,which indicates that the longer a child uses the media, the less likely he / she will admire/worship the teacher. shows that there is no significant gender difference in the impact of children's media use time on teacher-child relationships.

Discussion
The primary purpose of this study was to examine associations between children's media use and teacher-child relationships from preschool through first grade and classroom adjustment at first grade.The literature indicates that high-quality teacher-child relationships are associated with long-term development and achievement; however,the effects of other environmental factors(like media environment) on the association between relationship quality and achievement have not been evaluated. To understand more fully the impact of quality of teacher-child relationships on children's school adjustment and achievement, relationships must be studied in the ecological context (Pianta& Walsh, 1996).
Results from this investigation indicates significant association between children's media use and teacherchild relationships.Firstly,the total amount of time used by children's media was significantly correlated with intimate or avoiding teacher-child relationships.Specifically,the frequency and content of children watching TV is related to teacher-child relationships and classroom adjustment, but not to time slot,these findings suggest that interventions focused on improving children's relationships with teachers should pay attention to the contents of TV programs and the reasonable frequency for children to watch TV.
The findings regarding the correlation between children's media use and worship of the teacher indicates that teachers' use of mobile phones, computers, and tablets to assign assignment is also a potential risk factor for increasing children's use of media,As a result, children's worship of teachers is reduced, which can hinder the relationship between teachers and children,which can also lead to poor classroom adjustment and performance (Eisenhower, Baker, & Blacher, 2007;. The quality of the teacher-child relationship has been found to be related to teachers' expectations and children's performance and background (Gingles,&Price,1993;Pianta.R, Stuhlman.M, 2004b,). Previous literature has demonstrated that students' behaviors and learning motivation in the classroom have an impact on teachers' expectations for their future academic performance (Cooper, H., Findley, M.,&Good, T., 1982; Hecht&Greenfield, 2002), in return teachers' expectations can affect the subsequent teacher's behavior and student performance (Hamre, B.K., Pianta, R.C., Burchinal, M. el,2012; Ready&Wright,2011). The results of this study indicated that the longer a child uses the media, the less likely he/she will admire/worship the teacher,which in line with the previous study about the ecological context (Bronfenbrenner,1977). A possible explanation for this finding is that the teacher expects different academic performance according to the classroom behavior of the children, and hopes to achieve it by assigning homework at different levels. In this process, children's use of media has a new impact on the teacher-child relationship.