De invloed van de sociale leerling-leerkracht en leerling-leerling relaties van kleuters op hun inhibitievermogen

Abstract

The current study examined the following research question: what is the influence of student-peers and student-teacher relations on inhibition in preschoolers? To answer this, two sub-questions required answering first: “Is there a relation between preschoolers’ social relation with their teacher and inhibition?” and “Is there a relation between preschoolers’ social relation with peers and inhibition?”. 182 preschoolers (87 girls, 95 boys) participated in an inhibition task called “Gekke Dierentaak”, whilst their 28 teachers filled in a survey about the preschoolers regarding internalising and externalising problem behaviour, prosocial behaviour and the relation with their teacher. Regarding the analyses, the two sub-questions were answered first using Kendall’s tau-b. There was no significant relation between the student-teacher relationship and the child’s total score on “Gekke Dierentaak”, τ = -.08, p = .064, one-tailed, N = 182. In addition, no significant relation between the student-peers relationship and the child’s total score on “Gekke Dierentaak” was found, τ = -.06, p = .160, one-tailed, N = 182. Second, a multiple regression analysis was used to predict the influence of student-student and student-teacher relations on inhibition, R2 = .014, adjusted R2 = .003, F (2, 179) = 1.30, p = .275. Concluding, there appears to be no influence of student-student and student-teacher relations on inhibition in preschoolers. Implications and limitations are discussed in the conclusion.