Age differences between TCR and SR, SE
The research reveals that grade significantly influences the variables,
the relationship models, and the path coefficients among children.
Consistent with previous research (Berti & Cigala, 2022), it was
observed that SR, SE, and academic achievement exhibited an upward
trajectory as children grew older. This can be attributed to the natural
developmental processes, which allowed children more opportunities for
growth and increased exposure to academic environments and social
contexts that promote learning (Curby et al., 2015). However, a
divergence in TCR has become evident. As children grow older, their
closeness to teachers increases, but conflict remains unchanged (Horn et
al., 2021). This phenomenon may be attributed to the increased time
teachers and children spend together, leading to a closer relationship
(Loomis, 2021). Moreover, as they become more familiar with each other,
they adjust their strategies for interacting harmoniously, ultimately
reducing the incidence of conflict (Mejia & Hoglund, 2016).
Very importantly, the present study explored the trajectory of
children’s development in TCR, SR and SE from K1 to K3 in the Chinese
context. Children have substantial developmental differences and needs
between TCR, SR and SE in K1, K2, and K3. In China, K1 is typically the
first time that children leave their homes and enter formal education
(Xie & Li, 2019). Children are in the phase of social adaptation to
school rules, unfamiliar with classroom norms, and teachers and children
are adapting to each other (Lin et al., 2019). During this
period, there is often a potential for conflicts and a lack of closeness
between teachers and children (Mejia & Hoglund, 2016). This may lead to
conflict in TCR during the K1, which could have a negative impact on SR
and SE. Meanwhile, the establishment or strength of closeness is not yet
evident, resulting in a lack of predictive effects. Children in K2 have
already adapted to classroom rules and are beginning to move towards
autonomy and independent problem-solving (Murray & Murray, 2004). This
stage may introduce conflict TCR related to regulations and autonomy,
which can negatively affect SR and SE (Koepke & Harkins, 2008;
Rudasill, 2011). While the degree of closeness TCR did not significantly
predict SR, it did have a predictive effect on SE. This may be because
children in K2 had already acquired some self-control skills, and become
familiar with the classroom environment, reaching a stage of rapid
development (Zhong et al., 2022). Additionally, their increased time
spent together led to a gradual increase in closeness, contributing to
social emotional benefits (Loomis, 2021). Children in K3 may have
matured in SR and SE (Karaca & Bektas, 2022), the impact of TCR on
these aspects may no longer be significant. However, compared to K1 and
K2, where the closeness TCR had no predictive effect on SR, in K3, the
closeness TCR had a higher predictive effect on SR. This difference may
be attributed to the demands of school readiness in K3, which place a
stronger emphasis on personal responsibility and SR (Xie & Li, 2022),
so there may be more children who require additional support in SR,
making the closeness TCR more beneficial to these children.
Additionally, in K1 and K2, young children may not have fully developed
the skills that necessitate close TCR for facilitating SR. In K3 these
skills may be more developed, thus enabling the closeness TCR to have a
greater impact on SR.