The mediating role of child-teacher dependency in the association between early mother-child attachment and behavior problems in middle childhood

Neuhaus, Robin; McCormick, Meghan P.; O’Connor, Erin

doi:10.1080/14616734.2020.1751989

Cited by 10 publications

(6 citation statements)

References 38 publications

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“…This study validated H2; peer attachment has a significantly positive effect on conformity learning behavior. Thus, greater peer attachment in college students results in more conformity learning behavior, which is consistent with the following studies: Neuhaus et al ( 2020 ) showed that attachment can affect behavior and Wang ( 2017 ) reported that peer attachment can affect risk-taking behavior, while other studies have revealed that peer attachment can affect youth behavior (de Guzman & Carlo, 2004 ; Oldfield et al, 2015 ; Walters, 2020 ). Furthermore, Collins’ ( 1996 ) attachment theory model posits that individuals’ cognition and emotions in attachment relationships are critical influences on behavioral responses.…”

Section: Discussionsupporting

confidence: 85%

Impact of College Students’ Learning Adaptation on Learning Conformity Behavior in Hengyang: Moderating Role of Peer Attachment

2022

Asia-Pacific Edu Res

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This study explored the relationships among learning adaptation, peer attachment, and learning conformity behavior among college students in Hengyang, Hunan Province, China. A total of 704 questionnaires were collected from three universities in Hengyang through purposive sampling, and 650 valid questionnaires were obtained. Structural equation models were used to test the direct and moderating effects among the variables. The research indicated that good learning adaptation in Hengyang college students had a positive impact on learning conformity behavior and that college students’ peer attachments had a positive effect on their learning conformity behavior. Compared with students with low peer attachment, students with high peer attachment were better at learning and adapting; they engaged in learning conformity behavior more frequently. College students’ peer attachment positively moderated the relationship between learning adaptation and learning conformity behavior.

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Section: Discussionsupporting

confidence: 85%

Impact of College Students’ Learning Adaptation on Learning Conformity Behavior in Hengyang: Moderating Role of Peer Attachment

2022

Asia-Pacific Edu Res

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“…An abundance of empirical research based on attachment theory and bio-ecological systems theory (Bowlby, 1969;Bronfenbrenner, 1986;Sroufe, 1988;Pianta, 1999) indicates that, similar to the development of trusting parent-child relationships in the early years, establishing a warm and positive teacher-child relationship has beneficial influences on children's development (for reviews, see Sabol and Pianta, 2012;Groh et al, 2017;Neuhaus et al, 2020;Verschueren and Koomen, 2020). The findings are based on scales, interviews, and observation methods and show that higher quality teacher-child interactions are associated with better cognitive, social, and behavioral outcomes and less risk of school failure in the long term (Hamre and Pianta, 2001;Meehan et al, 2003;Stipek and Byler, 2004;Mashburn et al, 2006;Lippard et al, 2018).…”

Section: Teacher-child Relationshipsmentioning

confidence: 99%

Closeness, Conflict, and Culturally Inclusive Pedagogy: Finnish Pre- and In-service Early Education Teachers’ Perceptions

2022

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This study explored the factorial and concurrent validity of a scale developed for assessing teachers’ self-efficacy beliefs in engaging with diversity in early childhood education settings. According to tests of measurement invariance, the conceptualization of the constructs varied to some extent between Finnish student teachers and qualified teachers. Qualified teachers reported, at the item level, higher confidence in engaging with diversity in mainstream early childhood classrooms than student teachers. Structural equation modeling demonstrated that for both groups, higher levels of reported confidence in planning and implementing inclusive teaching–learning interactions were related to a higher level of closeness during interactions with children. The evidence for concurrent validity may imply beneficial and reciprocal influences between teachers’ confidence in their professional competence and close teacher–child relationships. The implications of the study are discussed from the perspective of teacher training and professional development in the early childhood education context.

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“…In addition, researchers have also explored and found support for the role of student–teacher relationships as a process through which parental attachment is related to a range of outcomes in early to middle childhood (e.g., Neuhaus et al, 2021; O'Connor et al, 2012; Verschueren et al, 2012). This mediating effect of student–teacher relationships has been explained based on the concept of ‘internal working models’, a core tenet in attachment theory.…”

Section: Introductionmentioning

confidence: 99%

The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data

Talty

Speyer

Eisner

et al. 2023

J of Research on Adolesc

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Emotion dysregulation is increasingly implicated as a transdiagnostic risk factor in the etiology of mental health problems. This project aimed to explore the links between emotion regulation, negative parenting and student–teacher relationships using longitudinal and ecologically valid data. A sample of n = 209 young people enrolled in the ‘Decades‐to‐Minutes’ (D2M) study, based in Zurich, Switzerland, provided data from the ages of 7–20 via parent‐ and self‐report questionnaires and ecological momentary assessment. Data were analyzed using Dynamic Structural Equation Modeling (DSEM). Worse student–teacher relationships predicted increased negative affectivity and emotional lability. Negative parenting practices predicted emotional lability only via their impact on student–teacher relationships. The findings point to worse student–teacher relationships as risk factors in the socioemotional development of children and young people.

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The mediating role of child-teacher dependency in the association between early mother-child attachment and behavior problems in middle childhood

Cited by 10 publications

References 38 publications

Impact of College Students’ Learning Adaptation on Learning Conformity Behavior in Hengyang: Moderating Role of Peer Attachment

Impact of College Students’ Learning Adaptation on Learning Conformity Behavior in Hengyang: Moderating Role of Peer Attachment

Closeness, Conflict, and Culturally Inclusive Pedagogy: Finnish Pre- and In-service Early Education Teachers’ Perceptions

The role of student–teacher relationships in the association between negative parenting practices and emotion dynamics – Combining longitudinal and ecological momentary assessment data

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