Dependency in teacher–child relationships: deepening our understanding of the construct

Published on Apr 22, 2020in Attachment & Human Development3.833
· DOI :10.1080/14616734.2020.1751986
Karine Verschueren42
Estimated H-index: 42
(Katholieke Universiteit Leuven),
Helma M.Y. Koomen26
Estimated H-index: 26
(UvA: University of Amsterdam)
Sources
Abstract
Within an attachment perspective on teacher-child relationships three affective relationship dimensions have been identified: closeness, conflict, and dependency. Whereas a lot of research is available on relational closeness and conflict, far less is known about the construct of dependency. In this paper, we aim to further the conceptualization of child-teacher dependency in several ways. First, we define dependency as a relational construct, not a stable child characteristic. Second, we review relevant research on child-parent attachment to guide hypotheses regarding antecedents and developmental consequences of dependency in child-teacher relationships. Third, we provide an overview of attachment-based research on child-teacher dependency, highlighting unanswered questions, such as how its meaning and correlates may vary depending on cultural orientation and child developmental stage. The studies in this special issue address these questions, thereby deepening our understanding of this neglected relationship dimension.
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#1Athanasios Gregoriadis (A.U.Th.: Aristotle University of Thessaloniki)H-Index: 11
#2Vasilis Grammatikopoulos (International Hellenic University)H-Index: 1
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This study examines teachers' and children's perceptions of dependency, and their linkages with other relationship dimensions, in a cultural context with a more collectivistic orientation. Additionally, it examines the factorial validity and reliability of the Greek version of the Child Appraisal of Relationship with Teacher Scale (CARTS) and teacher-child perceptions' convergence of relationship quality. Participants were 348 kindergarten students and 35 teachers from Greek kindergarten classro...
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#1Debora L. Roorda (UvA: University of Amsterdam)H-Index: 11
#2Marjolein Zee (UvA: University of Amsterdam)H-Index: 12
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A meta-analytic approach was used to examine associations between student-teacher dependency and students' school adjustment (engagement, achievement, externalizing behavior, internalizing behavior, and prosocial behavior). Furthermore, we investigated whether associations between dependency and school adjustment were moderated by student and teacher characteristics. In total, the meta-analysis included 28 studies (N = 7849 students) from preschool to upper elementary school. The results showed ...
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This study examines child-teacher dependency in preschool as a pathway through which mother-child attachment is associated with children's behavior problems across middle childhood. Data include direct assessments of attachment security and styles, teacher reports of child-teacher dependency, and maternal reports of behavior problems from the NICHD SECCYD (N = 769 children). Children with more secure attachments at 24 months were less likely to exhibit child-teacher dependency at 54 months. Chil...
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Dependency is a scarcely investigated dimension of teacher-child (T-C) relationships that can reflect a lack of security and obstruct children's autonomous exploration in the school context. We examined the within- and cross-time associations between T-C dependency, closeness, and conflict, and children's effortful control, an ability related to children's self-regulation. Data were collected during the preschool period at two time-points (T1 and T2) 1-year apart. Participants were 199 children ...
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Abstract This study explored unique associations of student disabilities (ADHD, ASD, dyslexia) with teacher-, student- and peer-perceptions of student–teacher relationship quality. Sixty-three teachers, 510 students, and classmates from 24 Dutch mainstream elementary schools completed questionnaires about the student–teacher relationship quality. Teachers indicated whether students were diagnosed with disabilities. Multilevel models indicated that both teachers and classmates, but not students w...
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#1Rianne J. Bosman (UvA: University of Amsterdam)H-Index: 2
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The present study used a person-centered approach to identify teacher-student relationship trajectories from kindergarten to sixth grade in a Dutch sample (N = 1300). Teachers reported about relationships with individual students (closeness, conflict, and dependency) in kindergarten, grade 3, and grade 6, and about externalizing behaviors in kindergarten. Students were tested for verbal ability in kindergarten, and completed math and reading tests and questionnaires about task motivation and sel...
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Abstract Working memory is important for a variety of life domains, including for children’s school functioning. As such, it is crucial to understand its development, antecedents and consequences. The current study investigates the development of different working memory components (phonological loop, visuospatial sketchpad, central executive), the influence of different aspects of the teacher-student relationship (closeness, conflict, dependency) and its predictive value for academic achievemen...
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#1Debora L. Roorda (UvA: University of Amsterdam)H-Index: 11
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Abstract The present study took a meta-analytic approach to investigate whether students' engagement acts as a mediator in the association between affective teacher–student relationships and students' achievement. Furthermore, we examined whether results differed for primary and secondary school and whether similar results were found in a longitudinal subsample. Our sample consisted of 189 studies (249,198 students in total) that included students from preschool to high school. A distinction was...
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Abstract This longitudinal study investigated the role of teacher-student closeness and conflict in adolescents' school engagement trajectories, and how school engagement dimensions predict achievement trajectories. A sample of 5,382 adolescents (Mage.wave1 = 13.06, SD = 0.51; 49.6% boys) were followed from Grade 7 to 9. Yearly measures included student reports on school engagement dimensions, teacher reports on closeness and conflict, and standardized tests for math achievement. Latent growth m...
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Although teachers play a central role in tackling peer victimization at school, no study so far has investigated transactional associations between positive and negative teacher-student relationship dimensions and peer victimization in early adolescence. Investigating both dimensions simultaneously in upper elementary school allows to examine differential effects on peer victimization (and vice versa) and could aid tailored prevention and intervention efforts. At three time points within one sch...
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