The relationship between teachers and students: Children’s pictorial representation and teachers evaluation

Bombi, Anna Silvia; Cannoni, Eleonora; Galli, F.; Norcia, Anna Di

doi:10.1007/s12144-020-00702-7

Cited by 5 publications

(6 citation statements)

References 43 publications

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“…The dimensions of relatedness and individuality, as measured by indices of cohesion and distancing, appear (as in previous studies with drawing in which positive and negative situations were compared; Lecce et al, 2002 ; Bombi et al, 2020 ; Guidotti et al, 2020 ) very revealing of the relational quality, since wellbeing and distress with one’s own friend are reflected in the relative amounts of each dimension. In friendship, a relationship not prescribed by kinship or role, creating a sense of relatedness is a necessary condition of existence; interpersonal difficulties can diminish this sense of relatedness and increase the need for individual autonomy, but these alterations should not bring to the disruption of the relationship as it would happen if cohesion indices would be minimized.…”

Section: Discussionsupporting

confidence: 60%

“…It is important to note that the indices of cohesion can be employed to represent interactions with different meanings: caressing or hitting as it often happens between siblings ( Lecce et al, 2002 ), praising or reproaching as we can see in educational relationships ( Bombi et al, 2020 ), and so on. In fact, aggression and discord are ways to interact that in long term can destroy a relationship but are not immediate instances of bond dissolution.…”

Section: Methodsmentioning

confidence: 99%

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Representation of Friendship and Aggressive Behavior in Primary School Children

et al. 2022

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This study examines the representation of friendship during middle childhood and its impact on aggressive behavior. The literature shows that friendship is almost a “gym of social skills,” which, in turn, are protective factors against aggressive behavior; in this regard, the quality of friendship is especially important, but this quality becomes less and less accessible to direct observation as children grow older and spend most of their time in the externally regulated environment of primary school. To assess friendship quality requires allowing children to present their own perspective on the relationship, a goal that we have tackled through drawing. Children aged 6–11 years were individually asked to draw themselves and a close friend in two situations (i.e., relational wellbeing and relational distress) and to complete a 20-item scale of physical and verbal aggression. Data were analyzed with three main aims, namely, (1) to show if and how the representation of two core features of relationships (i.e., relatedness and individuality) changes according to the situation and/or according to the children’s gender; (2) to focus on the representation of distressing situations to verify if they coincide with forms of conflict and if they differ according to the children’s gender; and (3) to verify if the strength of indices of relatedness and individuality, both in situations of wellbeing and distress, predicts children’s tendency to enact aggressive behaviors. The results confirm that relatedness is the dominant feature of friendship, especially in the situation of wellbeing and when the situation becomes distressing. Conflict is not always present when children do not feel fine with their friends; boys and girls do not differ significantly in this regard, but they do differ in terms of the management of relatedness and individuality when problematic situations arise. In line with previous studies, sex is the main predictor of aggressive behavior with peers, with boys more at risk than girls; however, the capacity to relate with one’s own friend even in difficult times (in which boys are not inferior to girls) predicts lesser aggression with peers in general.

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Section: Discussionsupporting

confidence: 60%

Section: Methodsmentioning

confidence: 99%

Representation of Friendship and Aggressive Behavior in Primary School Children

et al. 2022

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“…As a method of analysis we will adopt the Pictorial Assessment of Interpersonal Relationships (PAIR; Bombi, Pinto, & Cannoni, 2007), which is based on modern theories of pictorial development (Golomb 2004;Milbrath & Trautner, 2008) and has already proved to be a reliable mean to assess closeness and autonomy in relationships with different partners, such as friends, siblings and romantic partners (Laghi et al, 2013;Cannoni & Bombi, 2016;Guidotti et al, 2020). PAIR has recently extended to teacher-student relationships (Bombi, Cannoni, Gallì, & Di Norcia, 2020) in line with other studies that rely on drawing to examine children's mental states and socio-emotional dimension in school (Harrison, Clarke, & Ungerer, 2007;Pezzica, Vezzani & Pinto, 2018).…”

Section: Introductionmentioning

confidence: 99%

Student-teacher relationship representation and school adjustment in primary school

Norcia¹,

Cannoni²,

Bombi³

2022

Ricerche Di Psicologia

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The present study investigates student-teacher and student-peer relationships, as well as school adjustment. A novelty element is the use of drawing of oneself with a teacher to predict some aspects of children's adjustment in primary school. Our aim was to evaluate what aspects of student-teacher relationship as perceived by children were more predictive of relational wellbeing in class and school adjustment. In sum, our results confirm that, as predicted by the attachment theory (Hamre &amp; Pianta, 2001), a relationship perceived as close by the teacher goes hand in hand with school adjustment and relational wellbeing in school. Autonomy, too, play a positive role. In terms of predictive power, gaining autonomy from teachers seems to predict students wellbeing even more than closeness, at least as it appears from students pictorial representation. 

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“…During middle childhood, children are able to draw familiar objects and moreover their capacity to enrich and modify drawings in a personal way improves [ 40 ]. A large number of studies have examined the development of children’s ability to represent themselves in different circumstances (relationships with friends, e.g., [ 41 ]; school, e.g., [ 42 ]) systematically examining whether and how drawings show some properties, such as the characteristics of the figures (e.g., sex, similarity), the characteristics of the relationships (e.g., cohesion, emotions, conflict), and the context (e.g., the environment). A few studies, however, provided data about children’s drawings during the COVID-19 pandemic to investigate social, emotional, and contextual properties of drawings [ 43 ].…”

Section: Introductionmentioning

confidence: 99%

Investigating Children’s Ability to Express Internal States through Narratives and Drawings: Two Longitudinal Studies during Pandemic

et al. 2022

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The COVID-19 pandemic emergency has challenged children’s socio-affective and cognitive development. It is essential to capture the modulation of their emotional experience through ecological and children-friendly tasks, such as written narratives and drawings. This contribution investigates the impact of pandemic experience (2020–2021 waves) on the internal states and emotions of the primary school age children, according to a longitudinal research approach through narratives (study 1 n = 21) and drawing tasks (study 2 n = 117). 138 Italian children were examined during COVID-19 three (study 1) or two waves (study 2). Children’s written narratives were codified on the basis of narrative competence and psychological lexicon. Children’s drawings were codified based on social/emotional, physical, and environmental elements. Results of narrative texts showed a lower psychological lexicon relating to positive emotions and a greater psychological lexicon relating to negative emotions only in the study sample group during the first lockdown compared to the previous and subsequent periods. Children’s drawings of themselves showed a decrease of negative emotions during the third pandemic wave in comparison to the first pandemic wave. Results inform mental health services, school practitioners, and parents about the importance of written narratives and drawings for promoting well-being in the developmental age.

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The relationship between teachers and students: Children’s pictorial representation and teachers evaluation

Cited by 5 publications

References 43 publications

Representation of Friendship and Aggressive Behavior in Primary School Children

Representation of Friendship and Aggressive Behavior in Primary School Children

Student-teacher relationship representation and school adjustment in primary school

Investigating Children’s Ability to Express Internal States through Narratives and Drawings: Two Longitudinal Studies during Pandemic

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