Teacher-student attachment relationship, variables associated, and measurement: A systematic review

García-Rodríguez, Laura; Redín, Concha Iriarte; Repáraz, Charo

doi:10.1016/j.edurev.2022.100488

Cited by 18 publications

(20 citation statements)

References 49 publications

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“…Positive teacher–child relationships, characterized by high levels of closeness and low levels of conflict and dependency may act as a protective factor for children with externalizing behavior problems, preventing behavior problems from escalating, and facilitating a successful school career. In contrast, negative teacher–child relationships, characterized by low levels of closeness and high levels of conflict and dependency may act as stressors for children, undermining their behavior regulation and compromising optimal school adjustment (e.g., García-Rodríguez et al, 2023; Hamre & Pianta, 2001; Lei et al, 2016; McGrath & Van Bergen, 2015; Roorda et al, 2021; Spilt et al, 2022).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Keywords teacher-child interaction, behavioral problems, primary school, professional development, interventions, VIPP (video-feedback intervention to promote positive parenting), coaching, qualitive analysis Child behavior problems in the classroom are challenging for teachers (see e.g., Aldrup et al, 2018;Spilt & Koomen, 2009). Children with behavior problems experience more negative interactions with their teachers and often develop less positive relationships with their teachers (García-Rodríguez et al, 2023;Hamre & Pianta, 2001;Husby et al, 2023;Lei et al, 2016;McGrath & Van Bergen, 2015;O'Connor, 2011;Spilt et al, 2022). Negative interactions tend to accumulate, leading to a downward spiral of problematic behavior and jeopardizing the child's school adjustment (Spilt & Koomen, 2009).…”

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confidence: 99%

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Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study

Overbeek

Willemen

Bakermans‐Kranenburg

2023

School Psychology International

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The evidence-based parenting program Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) may have potential to also support teachers in primary schools in their interaction with children with behavior problems. We therefore adapted the intervention for use with primary school teachers (VIPP-School). Here we examined the feasibility of VIPP-School, using qualitative analyses of the perceptions of teachers and VIPP-interveners on their experiences with VIPP-School. Three teacher-child dyads from kindergarten and 2nd grade participated in six sessions of VIPP-School. Perceptions of the participants were collected using semi-structured interviews, logbooks, observations and a questionnaire. The data were qualitatively analysed. Thematic analysis showed five main themes: 1) scheduling of appointments, 2) experiences with intervention elements, 3) working alliance, 4) changes in the teacher-child interaction, 5) defining the target group. Teachers mentioned notable time investment, but appreciated the video feedback as a great way to become more aware of subtle signals of the child and their own behaviors. This study shows that with some adaptations VIPP-School is an acceptable and deliverable intervention for teachers in primary education. It has potential for supporting teachers in the interaction with children with behavioral problems. Further research on the effectiveness of VIPP-School is recommended.

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Section: Theoretical Frameworkmentioning

confidence: 99%

mentioning

confidence: 99%

Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study

Overbeek

Willemen

Bakermans‐Kranenburg

2023

School Psychology International

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“…Empirical literature showed that female teachers perceived higher levels of climate than male teachers ( Bevans et al, 2007 ; Shehbaz et al, 2022 ), as they displayed higher degrees of affinity and lower levels of conflict in their interactions with pupils than male teachers ( Drugli, 2013 ). Moreover, a close teacher-student relationship could protect students from adverse effects, including peer exclusion and shyness ( Roorda et al, 2011 ; Zee and Roorda, 2018 ; García-Rodríguez et al, 2022 ), which promotes a disciplinary climate. The present study empirically explored the differences in perceived school climate between female and male teachers and hypothesized that female teachers would report more positive perceptions of climate than male teachers.…”

Section: Literature Reviewmentioning

confidence: 99%

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Zhao

Jin²

2023

Front. Psychol.

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In recent years, school climate has increasingly received research attention. Most studies have focused only on student perceptions of school climate, whereas little is known regarding teachers’ views, and cross-country comparisons are scarce. To advance cross-country understanding of teacher perceptions of school climate, this study used data from the 2018 Teaching and Learning International Study (TALIS) to explore latent classes of teacher perceptions and compared differences between American, Finnish, and Chinese teachers. Latent class analysis revealed that a four-class solution was the most appropriate for each teacher subsample: positive participation and teacher-student relation, positive teacher-student relation, moderate, and low participation for the U.S. and China datasets, while positive teacher-student relation, moderate, negative discipline, and low participation for the Finland dataset. However, measurement invariance across countries was violated. We further investigated the impact of predictors on latent classes of teacher perceptions of school climate. The results revealed varied patterns of cross-cultural differences across countries. Our findings implied that a more reliable and valid scale of teacher perceptions of school climate for cross-country comparison is needed. Tailored interventions are necessary as more than half of teachers perceived moderate and less desired school climate, and educators should consider cultural differences when drawing on experiences from other countries.

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“…Recent evidence has shown signi cant reltionships between the levels of teacher-child relationship and children's socioemotional competencies 12,33,34 . For example, a systematic review of 24 studies conducted over the last ten years revealed signi cant relationships between the levels of teacher-child relationship and children's school liking, peer acceptance, self-concept and emotional regulation, and externalising and internalising behaviour 11 . Additionally, low levels of teacher-child relationship may hinder children's school adjustment, foster externalising behaviours (e.g., disruptive and aggressive behaviours), and undermine the development of their social competencies 11,32,33 .…”

Section: Teacher-child Relationship and Children's Socioemotional Com...mentioning

confidence: 99%

“…What are the developmental mechanisms that support very young children's socioemotional competencies development? The extant literature revealed the pivotal roles of parentchild and teacher-child relationships in shaping children's socioemotional competencies [9][10][11] . However, this literature has focused on these relationships as predictors of socioemotional competencies in midand late childhood (e.g., [11][12][13][14] ).…”

Section: Introductionmentioning

confidence: 99%

Gendered Pathways to Socioemotional Competencies in Very Young Children

Huang

Caldwell

et al. 2023

Preprint

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Parent-child and teacher-child relationships are important correlates of children’s socioemotional competencies. However, less is known about whether these relationship qualities play a role in shaping the early development of socioemotional competencies in very young children attending childcare group settings. The current study aims to address this gap and to explore how child gender may moderate these associations. The participants included 395 children (203 girls; Mage = 21.18 months, SD = 10.26 months) enrolled in childcare centres, along with their parents and teachers. Parents reported on children’s socioemotional competencies as well as their relationship quality with children, and teachers reported on their relationship quality with children. Multiple group structural equation modelling (SEM) was used to analyse the results. The findings showed that both parent-child and teacher-child closeness were positively associated with children’s social competence, whereas teacher-child closeness was negatively associated with children’s anxiety behaviour. Furthermore, gender differences were observed in these associations. Teacher-child closeness was a significant predictor of social competence exclusively among girls, while parent-child closeness was a significant predictor of anxiety behaviours solely among boys. Findings suggested that parents and teachers may consider implementing tailored strategies when interacting with boys and girls who experience socioemotional difficulties in group settings in the early years.

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Teacher-student attachment relationship, variables associated, and measurement: A systematic review

Cited by 18 publications

References 49 publications

Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study

Adapting a video-feedback intervention to support teacher–child interaction and behavior regulation of young children at school: A qualitative pilot study

Advancing a cross-cultural understanding of teacher perceptions of school climate: A latent class analysis using 2018 TALIS data

Gendered Pathways to Socioemotional Competencies in Very Young Children

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