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ERIC Number: EJ1093838
Record Type: Journal
Publication Date: 2016-Apr
Pages: 17
Abstractor: As Provided
Reference Count: 57
ISBN: N/A
ISSN: ISSN-0734-2829
Social Support and Attachment to Teachers: Relative Importance and Specificity Among Low-Income Children and Youth of Color
Murray, Christopher; Kosty, Derek; Hauser-McLean, Kristin
Journal of Psychoeducational Assessment, v34 n2 p119-135 Apr 2016
A growing number of researchers are examining how teacher-student relationships contribute to child and adolescent development. Much of this work is based on two distinct theoretical perspectives: social support and attachment. The current study investigates the importance of teacher-student relationships from each of these perspectives among low-income children and youth in a large urban environment. Study 1 focused on 157 children in kindergarten, and Study 2 focused on 171 early adolescents. Findings indicated that teacher social support and teacher-student relationships contributed to indicators of school adjustment among both samples, and to the emotional and behavioral adjustment of early adolescents. Analyses of specific dimensions of relationships suggested that attachment-based constructs were more consistently and strongly associated with adjustment indicators than were teacher social support constructs. Preliminary implications of these findings for future research and practice are discussed.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Publication Type: Journal Articles; Reports - Research
Education Level: Kindergarten; Primary Education; Early Childhood Education; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Child Behavior Checklist; Student Teacher Relationship Scale