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The present study aims to analyze the school readiness profiles of children and investigate the possible effects of these profiles to conflictual teacher–child relationships and aggressive behaviours. Using data from 336 Chinese kindergarten children, three school readiness profiles – Balanced Academics and Low Quality, Balanced Quality and Low Academics, and Comprehensive Excellence – were identified. These profiles exposed significant differences in school readiness, including self-regulation, social-emotional skills, mathematics, and approaches to learning. They also exposed notable variations in conflictual teacher–child relationships and aggressive behaviours. The study also showed how school readiness moderates the link between conflictual teacher–child relationships and aggressive behaviours. This implies that the conflictual interactions between children and teachers, as well as their reaction to aggressive behaviours coincided with school readiness. The findings help to clarify the several types of school readiness as well as how they moderate children’s aggressive behaviours when they face teachers’ conflicts.
Li et al. (Sun,) studied this question.