Pre-adolescents’ representations of multiple attachment relationships: the role of perceived teacher interpersonal behaviour

The effect of parental style on bullying and cyber bullying behaviors and the mediating role of peer attachment relationships: A longitudinal study

“…Answers are given on a five‐point Likert type scale, ranging from 1 = “Never/Almost never” to 5 = “Always/Almost always”. The psychometric properties of the instrument have been supported in the past, with a two‐factor structure being supported in early adolescent samples (Charalampous et al, 2016; Hausman, 2012). Whereas IPPA also measures parental attachment that part of the questionnaire was not administered in the present study, as the study focused only on the effect of parenting practices and not that of the child‐parent relationship.…”

“…Peer attachment relationships are expected to mediate this effect. This mediation hypothesis is based on the developmental processes occurring during the transition from childhood to adolescence (Nickerson & Nagle, 2005), previous research (Lansford et al, 2003; Rubin et al, 2004), the close relationships and the time precedence between the variables of the examined model (Charalampous et al, 2016; Georgiou, 2008; Kokkinos, 2013).…”

“…The 25‐item peer attachment subscale of the Greek translation of the revised version of the Inventory of Parent and Peer Attachment (IPPA‐R) (Charalampous et al, 2016; Gullone & Robinson, 2005) was used. Based on Bowlby's theory of attachment, the scale assesses three dimensions: degree of mutual Trust and quality of Communication and extent of Alienation and anger.…”

Student–teacher relationships in elementary school: The unique role of shyness, anxiety, and emotional problems

“…This framework is based on the notion that warm and affectionate relationships between children and teachers may promote feelings of emotional security in the child. Specifically, teachers, like responsive parents, have been suggested to provide children with a secure base from which they can explore their classroom environment, and a secure haven that helps children maintain proximity to their teachers in times of stress or need (Birch & Ladd, 1998;Charalampous et al, 2016;Hamre & Pianta, 2001;Pianta, 1999). Conceivably, warm and emotionally secure student-teacher relationships may be particularly important for the usually hesitant and wary internalizing students, who may frequently seek proximity to teachers when faced with unfamiliar people or novel situations.…”

Αντιλήψεις Παιδιών Για Την Ποιότητα Των Διαπροσωπικών Τους Σχέσεων Στη Σχολική Τάξη Και Τα Κίνητρά Τους Για Μάθηση

“…Μία μόνο δήλωση-πρόταση («Αισθάνομαι την ανάγκη να επικοινωνώ με τους φίλους μου, πιο συχνά.») δε φόρτισε σε κανέναν από τους δύο παράγοντες και έτσι δε συμπεριλήφθηκε στα αποτελέσματα. Συμπερασματικά, η παραγοντική ανάλυση των απαντήσεων των συμμετεχόντων στις προτάσεις της κλίμακας για την αξιολόγηση των αντιλήψεων των μαθητών για τη σχέση τους με τους συμμαθητές τους ανέδειξε δύο παράγοντες, κάτι που συμφωνεί με την ελληνική εκδοχή της κλίμακας αυτής (Charalampous et al, 2016) και συμπεριέλαβε σχεδόν όλες (πλην μιας) τις προτάσεις-δηλώσεις της αρχικής της εκδοχής από τους Armsden και Greenberg (1987).…”