Child Socioemotional Competence and Language Ability Mediate the Association of Teacher-Child Conflict with Child School Readiness: A Multi-Informant Longitudinal Study

Based on two waves of questionnaire data collected from the class teachers and parents of 948 Chinese kindergarten children (mean age = 57.66 months; 47% girls), we found that reduced child socioemotional competence and language ability (parent-rated) mediated the association of teacher–child conflict (teacher-rated) and reduced child school readiness (parent-rated).