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

Yanfang Zhou, Atsushi Nanakida


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.

Keywords: children’s media use,transit to primary school,teacher-child relationship,classroom adjustment and performance

DOI: 10.7176/JEP/11-6-01

Publication date: February 29th 2020

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