Social Support and Attachment to Teachers: Relative Importance and Specificity Among Low-Income Children and Youth of Color

Autor/inn/en	Murray, Christopher; Kosty, Derek; Hauser-McLean, Kristin
Titel	Social Support and Attachment to Teachers: Relative Importance and Specificity Among Low-Income Children and Youth of Color
Quelle	In: Journal of Psychoeducational Assessment, 34 (2016) 2, S.119-135 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0734-2829
DOI	10.1177/0734282915592537
Schlagwörter	Minority Group Children; African American Children; Low Income Students; Social Support Groups; Attachment Behavior; Teacher Student Relationship; Kindergarten; Early Adolescents; Student Adjustment; Correlation; Teacher Attitudes; Student Attitudes; Student Surveys; Teacher Surveys; Measures (Individuals); Rating Scales; Relevance (Education); Child Behavior; Check Lists; Regression (Statistics); Child Behavior Checklist; Student Teacher Relationship Scale + Suchen Sie Ihr Suchwort? African Americans; Child; Children; Afroamerikaner; Kind; Kinder; Social support; Soziale Unterstützung; Attachment; Bindungsverhalten; Teacher student relationships; Lehrer-Schüler-Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Korrelation; Lehrerverhalten; Schülerverhalten; Schülerbefragung; Messdaten; Rating-Skala; Relevance; Relevanz; Checkliste; Regression; Regressionsanalyse
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01