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ERIC Number: EJ1117336
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
ISSN: ISSN-1363-2752
Socioemotional and Behavioural Adaptation of Students with Disabilities: The Significance of Teacher-Student Attachment-Like Relationships
Granot, David
Emotional & Behavioural Difficulties, v21 n4 p416-432 2016
The present study explores the extent to which maternal attachment and teacher--student attachment-like relationships explain the socioemotional adaptation of students with disabilities. Participants consisted of 65 dyads of homeroom teachers and their students (from a middle-to-low-class area in Northern Israel) with learning disabilities (LD), attention deficit hyperactivity disorder (ADHD), and LD/ADHD-co-morbidity (mean age = 10.9). Students were assessed based on the maternal attachment security scale (ASS) and the appraisal of the teacher as a secure base scale. Homeroom teachers completed the student-teacher security scale. Third-party teachers reported on students' school adaptation. Results indicated that beyond the disability factor, secure teacher-student relationships reduced the students' externalising problem behaviours and improved student learning proficiencies that are considered to be affected by the adequacy of executive functioning. Additionally, maternal attachment reduced internalising problem behaviours. Implications for the protective role of teachers of students with disabilities and for research on teacher--student relationship quality are discussed.
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Identifiers - Assessments and Surveys: Continuous Performance Test; Human Figure Drawing Test; Bender Gestalt Test; Rey Osterrieth Complex Figure Test; Wechsler Intelligence Scale for Children
Grant or Contract Numbers: N/A