Objective: The purpose of this research was to examine the prediction models of conflict and intimacy in teacher-child relationships based on decision tree analysis.
Methods: The participants were 297 3, 4, 5 aged preschool children including 166 boys and 131 girls. Teacher-child relationships were measured by Student-Teacher Relationship Scale(STRS). Physical, relational aggression, social withdrawal, and prosocial behaviors were measured by teacher ratings. Morevoer, ADHD-RS(Attentive Deficit Hyperactivity Disorder Rating Scale) was used to measure ADHD. The data was canalized with decision tree analysis.
Results: According to the prediction model for teacher-child conflict, the significant predictors were physical aggression and social withdrawal. According to the prediction model for teacher-child intimacy, the significant predictors were prosocial behaviors and relational aggression. However, children’s age, gender and ADHD were not significant predictors.
Conclusion/Implications: The findings suggest that social behaviors may be closely related with teacher-child relationships for preschool children. Based on the results of this study, intervention suggestions were made.