Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities

Murray, Christopher J L; Greenberg, Mark T.

doi:10.1002/1520-6807(200101)38:1<25::aid-pits4>3.0.co;2-c

Cited by 173 publications

(141 citation statements)

References 32 publications

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“…Qualifying for special education services appears to be associated with lower attachment to parents and peers, greater alienation from parents and peers, and greater delinquency in peer associations. It is possible that children receiving special education services might benefit from intervention designed to enhance attachments with parents and peers; however this line of research should be better understood before specific recommendations are made (Murray and Greenberg, 2001). Whereas these results suggest that the factor structure of the PIML generalizes across genders, ethnicities, and educational settings, this implication should be specifically tested with larger samples that could provide greater statistical power.…”

Section: Discussionmentioning

confidence: 99%

Structure and validity of people in my life: A self-report measure of attachment in late childhood

Ridenour

Greenberg

Cook

2006

J Youth Adolescence

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No self-report measure of attachment is well validated for middle-childhood. This study examined the validity and factor structure of the People in My Life (PIML) measure in 320 urban, fifth and sixth graders. Validity analyses consisted of correlational analyses between PIML subscales and the Child Behavior Checklist, Delinquency Rating Scale for Self and Others, Heath Resources Inventory, and Reynolds Child Depression Scale. Validity correlations were consistent with a-priori hypotheses. Confirmatory factor analyses consisted of comparison of model fit indices between seven models. Two models fit the data well and both models were consistent with the traditionally used PIML scoring protocol. Moreover, both models were consistent with the Inventory of Parent and Peer Attachment (IPPA), on which the PIML is modeled, as well as the theoretical underpinnings of attachment in childhood. The PIML and IPPA provide instruments for obtaining a continuous selfreport measure of attachment from middle-childhood through adulthood. KeywordsPeople in my life; Attachment; Late childhood; Factor analysis; Validity Attachment, defined as the type of enduring emotional bond that an individual has toward significant others such as family, friends, and close associates, has long been considered an important factor in social and psychological healthiness (Ainsworth et al., 1978; Bowlby, 1969 Bowlby, /1982Bowlby, /1973Hinde, 1982;Sroufe, 1978). Secure attachment with parents and/or peers in NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript adolescents is associated with life satisfaction, school achievement, self-esteem, and psychological adjustment (Armsden and Greenberg, 1987;Buhrmester, 1990;Bukowski et al., 1993;Hartup, 1996;Nickerson and Nagle, 2004). Children who form insecure attachments are at greater risk for experiencing psychopathology when they are older, even into adulthood (Allen and Land, 1999;Dozier et al., 1999). Hence, children's quality of attachment to others is associated with emotional and behavioral well-being in critical ways. Parental attachmentAttachment theory and research describe types of emotional bonds between parents and children, individuals and their friends and significant others. Some of the central goals of attachment theory and research are to specify the ideal types of attachments, how attachment to others might evolve developmentally as people mature, and the consequences of optimal and non-optimal attachments (Ainsworth, 1991; Bowlby, 1969 Bowlby, /1982Bowlby, /1973 Elicker et al., 1992). A child's attachment to a parent appears to serve as a model for other close relationships (Ainsworth, 1989;Bowlby, 1973;Hazan and Shaver, 1994). Secure attachment to a parent often is a prelude to successful interpersonal skills and intimate relationships (Black and McCartney, 1997;Madden-Derdich et al., 2002) and attachment to a parent remains even after attachments to peers are established (Hazan and Shaver, 1994;Hazan and Zeifman, 1994).However, the association betw...

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Section: Discussionmentioning

confidence: 99%

Structure and validity of people in my life: A self-report measure of attachment in late childhood

Ridenour

Greenberg

Cook

2006

J Youth Adolescence

Self Cite

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“…Children and adolescents who report a higher sense of relatedness to teachers show greater emotional and behavioral engagement (Connell & Wellborn, 1991;Eccles et al, 1993;Furrer & Skinner, 2003;Gest, Welsh, & Domitrovich, 2005;Murray & Greenberg, 2001;Wentzel, 1998). Hence, it may be expected that the social and emotional support (i.e., care and concern) from teachers would be conducive to the development of student engagement.…”

Section: Contextual Antecedentsmentioning

confidence: 94%

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Lam

Jimerson

Kikas

et al. 2012

Journal of School Psychology

243

173

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This study examined gender differences in student engagement and academic performance in school. Participants included 3420 students (7th, 8th, and 9th graders) from Austria, Canada, China, Cyprus, Estonia, Greece, Malta, Portugal, Romania, South Korea, the United Kingdom, and the United States. The results indicated that, compared to boys, girls reported higher levels of engagement in school and were rated higher by their teachers in academic performance. Student engagement accounted for gender differences in academic performance, but gender did not moderate the associations among student engagement, academic performance, or contextual supports. Analysis of multiple-group structural equation modeling revealed that perceptions of teacher support and parent support, but not peer support, were related indirectly to academic performance through student engagement. This partial mediation model was invariant across gender. The findings from this study enhance the understanding about the contextual and personal factors associated with girls' and boys' academic performance around the world.peer-reviewe

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“…Furthermore, within the school context, teachers also play an important role in students' academic success as well as in their social adjustment in the classroom (Hamre & Pianta, 2001;Murray & Greenberg, 2001;Zettergren, 2003). On one hand, as Davis (2003) suggested, the quality and supportive teacher-student relationship may motivate students to achieve academic goals; however, the quality of the teacher's relationship with rejected students is usually lower than with students socially accepted by their peers (Blankemeyer, Flannery, & Vazsonyi, 2002), and even lower with aggressive rejected students (Birch & Ladd, 1998).…”

Section: Family Variablesmentioning

confidence: 99%

Aggressive and nonaggressive rejected students: An analysis of their differences

López

Herrero

Ferrer

et al. 2006

Psychology in the Schools

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The present study aimed to analyze differences between aggressive and nonaggressive rejected students in four sets of variables: personal, family, school, and social. Participants in the study were 843 Spanish adolescents ranging in age from 11 to 16 years old, of whom 47% were boys. Results indicated that these two subgroups of rejected students show a different profile. Aggressive rejected students informed of lower levels of family self-esteem, less parental support, higher levels of aggression between their parents at home, and a more offensive parent-child communication in comparison with nonaggressive rejected adolescents. Moreover, aggressive rejected students showed lower levels of academic self-esteem, a more negative attitude toward school and studies, poorer relationships with teachers, and more academic difficulties than did adolescents in the nonaggressive rejected subgroup. Finally, aggressive rejected students indicated the presence of more undesirable life events and changes in their lives and, in general, higher levels of perceived stress.

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Relationships with teachers and bonds with school: Social emotional adjustment correlates for children with and without disabilities

Cited by 173 publications

References 32 publications

Structure and validity of people in my life: A self-report measure of attachment in late childhood

Structure and validity of people in my life: A self-report measure of attachment in late childhood

Do girls and boys perceive themselves as equally engaged in school? The results of an international study from 12 countries

Aggressive and nonaggressive rejected students: An analysis of their differences

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