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ERIC Number: EJ1093838
Record Type: Journal
Publication Date: 2016-Apr
Pages: 17
Abstractor: As Provided
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.
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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
Grant or Contract Numbers: N/A