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Dependency in teacher–child relationships: deepening our understanding of the construct
Attachment & Human Development ( IF 3.024 ) Pub Date : 2020-04-22 , DOI: 10.1080/14616734.2020.1751986
Karine Verschueren 1 , Helma Koomen 2
Affiliation  

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.



中文翻译:

师生关系中的依赖:加深我们对建构的理解

摘要

在关于师生关系的依恋视角中,已经确定了三个情感关系维度:亲密、冲突和依赖。尽管有很多关于关系亲密和冲突的研究,但对依赖的构造知之甚少。在本文中,我们旨在以多种方式进一步概念化儿童教师依赖。首先,我们将依赖定义为一个关系结构,而不是一个稳定的子特征。其次,我们回顾了有关儿童-父母依恋的相关研究,以指导关于儿童-教师关系中依赖的前因和发展后果的假设。第三,我们概述了基于依恋的儿童教师依赖研究,突出了未回答的问题,例如,其含义和相关性可能因文化取向和儿童发展阶段而异。本期特刊的研究解决了这些问题,从而加深了我们对这个被忽视的关系维度的理解。

更新日期:2020-04-22
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