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

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.

Practitioner Review: Dyadic teacher–child relationships: comparing theories, empirical evidence and implications for practice

“…There is in particular evidence for the importance of closeness as a protective factor for at-risk children (McGrath & Van Bergen, 2015). Dependency has been far less studied (Verschueren & Koomen, 2020). Overreliance on teachers and a lack of independent exploration appears to undermine children's social and academic learning opportunities (Roorda, Zee, & Koomen, 2020).…”

Three Decades of Research on Individual Teacher-Child Relationships: A Chronological Review of Prominent Attachment-Based Themes

“…Despite all attempts to capture the multidimensional construct of teacher-child relationships, dependency remained largely overlooked and was treated like a stepchild, often neither mentioned nor measured in research on teacher-child relationships. It was not until the end of the third decade that a call for research on dependency was launched for a special issue on teacher-child dependency to prompt research on this dimension (Verschueren and Koomen, 2021). In the third decade, it became also apparent that there were subtle cultural differences in the understanding of teacher-child relationships, and in particular in the dimension of dependency.…”

“…In the beginning of the third decade, a new impetus for the study of dependency came from (culturally) adapted dependency scales, showing satisfying psychometric qualities in European countries (e.g., Koomen et al, 2012;Milatz et al, 2014). But research on the specific meaning of dependency in children's lives and development received renewed attention only recently by a special issue on dependency in teacherchild relationships (Verschueren and Koomen, 2021). A metaanalysis in this special issue (Roorda et al, 2021) substantiated the developmental significance of dependency by revealing small to medium associations with engagement, academic achievement, and prosocial behavior; medium associations with externalizing behavior; and even medium to large associations with internalizing behavior.…”

Closeness in Student–Teacher Relationships and Students’ Psychological Well-Being: The Mediating Role of Hope

“…The literature has focused on the parent–child relationship as the primary context for child development. However, recent research has also focused on the contribution of other adults, including those outside the family unit, as attachment figures, including teachers (Verschueren & Koomen, 2012, 2020). Although not insignificant, the parent–child and teacher–pupil relationship has several similarities, including the fact that the affective quality of these relationships has been found to vary along similar dimensions of proximity, resistance, and avoidance (Verschueren & Koomen, 2012, 2020).…”

“…However, recent research has also focused on the contribution of other adults, including those outside the family unit, as attachment figures, including teachers (Verschueren & Koomen, 2012, 2020). Although not insignificant, the parent–child and teacher–pupil relationship has several similarities, including the fact that the affective quality of these relationships has been found to vary along similar dimensions of proximity, resistance, and avoidance (Verschueren & Koomen, 2012, 2020). These similarities led researchers to recognize an “attachment component” in the teacher–pupil relationship and to consider that the teacher may functionally be a temporary attachment (Verschueren & Koomen, 2012; Zajac & Kobak, 2006).…”