@article{education20142112,
author={Granot, David},
title={Teacher-Student Attachment and Student School Adaptation: A Variable Centered and Person Centered Analytical Approaches},
journal={American Journal of Educational Research},
volume={2},
number={11},
pages={1005--1014},
year={2014},
url={http://pubs.sciepub.com/education/2/11/2},
issn={2333-4770},
abstract={The present study followed the attachment perspective for assessing the contribution of teacher-student relationships to the explanation of student school adaptation. The study sample included 100 pairs comprised of Israeli homeroom teachers and their school-aged students (mean age=10.7 years). Participating teachers and students reported on their perceptions about their reciprocal relationships on dimensions used for the evaluation of parent-child attachment relationships, such as availability, acceptance, closeness, rejection, conflict, and dependence. Additionally, 56 of the children's subject-matter teachers reported on the children's school adaptation. Person-centered cluster analysis identified two teacher-student <i>ad hoc</i> attachment-like relationship groups: <i>secure</i> (n=72), characterized by high levels of acceptance and closeness, and by low levels of rejection, conflict, and dependency; and <i>insecure</i> (n=28), characterized by high levels of rejection, conflict, and dependence, and by low levels of acceptance and closeness. After controlling for children's socio-demographic indicators (gender, age, class size, and family socioeconomic status), analysis revealed that children in the secure teacher-student attachment-like group showed lower levels of behavior problems (externalizing, internalizing), difficulties in learning self-regulation, higher levels of frustration tolerance, task orientation, popularity among peers, and better academic achievement than did the children in the insecure teacher-student attachment-like group. Implications for educational counseling intervention for teachers and for research are discussed.},
doi={10.12691/education-2-11-2}
publisher={Science and Education Publishing}
}