The Relation between Korean Children's Autonomy and Motor Development Mediated by Teacher-Child Relationships: A Focus on Gender Difference

This study was conducted to identify the relation between children's autonomy and motor development mediated by teacher-child relationships. Are there differences between teacher-child relationships and motor development according to the gender of the child? To answer this question, the fundame...

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Bibliographic Details
Published in:International journal of environmental research and public health 2022-10, Vol.19 (20), p.13527
Main Authors: Jang, Yu-Jin, Hong, Yea-Ji
Format: Article
Language:English
Subjects:
Autonomy
Child Development
Children
Children & youth
Classrooms
Exercise
Families & family life
Female
Gender
Gender differences
Girls
Humans
Influence
Interpersonal Relations
Learning
Locomotion
Motor ability
Peer relationships
Peers
Physical education
Physical fitness
Republic of Korea
School Teachers - psychology
Sex Factors
Skills
Teachers
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Summary:This study was conducted to identify the relation between children's autonomy and motor development mediated by teacher-child relationships. Are there differences between teacher-child relationships and motor development according to the gender of the child? To answer this question, the fundamental movement skills of 292 children were measured, and teacher-child relationship and children's autonomy data were collected from the teachers. There was a gender difference in locomotion skills; however, there was no difference in object control skills. In the case of girls, a conflict teacher-child relationship mediates the association between autonomy and object control skills. This study highlights the importance of teacher-child relationships, which are mainly discussed in relation to conventional social-emotional development, and provides examples of whole-child development.
ISSN:1660-4601
1661-7827
1660-4601
DOI:10.3390/ijerph192013527