LAUSR

Abstract Aiming to examine the direction of associations between Chinese preschool children’s approaches to learning and teacher-child relationships, the current study tested three cross-lagged models: a relationship-driven model, a child-driven model, and a reciprocal model. Fifty-nine lead teachers of 595 preschoolers completed the Preschool Learning Behavior Scale and Student-Teacher Relationship Scale at two waves, first at the end of children’s second year in preschool, and one year later before children exited preschool. The results showed significant cross-wave associations from children’s Attention/Persistence to teacher-reported closeness and conflict with individual children, and from children’s Learning Strategies to teacher-child conflict. These findings highlight child-driven effects between children’s approaches to learning and teacher-child relationships in the Chinese preschool context. Implications for educational practices are discussed.