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Abstract：
In the Chinese cultural context, the collaborative interaction characteristics among three key entities - families, kindergartens, and communities - and the mechanisms of their correlation with preschool children\'s social behavior problems have not been fully understood yet. Based on ecological systems Theory and social support theory, this study aimed to examine the correlation between parent-teacher relationships and preschool children\'s social behavior problems in Chinese kindergartens, as well as the mediating role of parents\' work-family conflict and parenting self-efficacy. Structural equation modeling was used to test the research hypotheses based on a questionnaire survey of 1,784 parents of preschool children. The main findings of this study are as follows: (1) Parents\' perceived positive parent-teacher relationships are negatively correlated with preschool children\'s social problems. (2) Parents\' work-family conflict and parenting self-efficacy mediate the relationship between parent-teacher relationships and preschool children\'s social behavior problems; (3) Parents\' work-family conflict and parenting self-efficacy play a chain mediating role in the influence of the parent-teacher relationship on preschool children\'s social behavior problems. Taken together, the results collectively further elucidate the correlation between parent-teacher relationships and preschool children\'s social behavior problems, while also discussing other relevant factors pertaining to children\'s social behavior problems. Theoretically, this study expands the understanding of how external environmental resources interact with home and family education. Practically, this research indicates that governments, early childhood education institutions, and workplaces need to strengthen their support for family education of preschool children. The findings contribute to promoting a multi-faceted co-operation aimed at enhancing the quality of early childhood education and fostering the social adaptability and holistic development of preschool children.
摘要：
在中国文化背景下,三个关键实体-家族之间的协作交互特征，幼儿园,和社区-以及它们与学龄前儿童社会行为问题的相关机制尚未得到充分理解。基于生态系统理论和社会支持理论,本研究旨在探讨中国幼儿园家长-教师关系与学龄前儿童社会行为问题的相关性,以及父母工作家庭冲突和育儿自我效能感的中介作用。基于对1,784名学龄前儿童父母的问卷调查，使用结构方程模型来检验研究假设。本研究的主要发现如下：(1)父母感知的积极亲师关系与学龄前儿童的社会问题呈负相关。(2)父母的工作家庭冲突和父母自我效能感在家长-教师关系与学龄前儿童社会行为问题之间起中介作用;(3)父母的工作家庭冲突和父母自我效能感在家长-教师关系对学龄前儿童社会行为问题的影响中起着连锁中介作用。一起来看,结果共同进一步阐明了家长-教师关系与学龄前儿童社会行为问题之间的相关性，同时还讨论了与儿童社会行为问题有关的其他相关因素。理论上,这项研究扩展了对外部环境资源如何与家庭和家庭教育相互作用的理解。实际上，这项研究表明，政府，幼儿教育机构，工作场所需要加强对学龄前儿童家庭教育的支持。这些发现有助于促进多方面的合作，旨在提高幼儿教育的质量，促进学龄前儿童的社会适应性和全面发展。
