Spilt Jantine L, Vervoort Eleonora, Verschueren Karine
Faculty of Psychology and Education.
Sch Psychol Q. 2018 Sep;33(3):419-427. doi: 10.1037/spq0000215. Epub 2017 Sep 28.
It is suggested that dependent teacher-child relationships are associated with emotional insecurity and a lack of autonomous exploration that interferes with children's school development. This might be especially observed among children with attachment problems who may have developed a profound sense of insecurity in relationships with others. In this study, the effects of dependency on children's classroom and peer engagement were examined as well as the protective role of teacher sensitivity. The sample included 85 Belgian children with mild to severe attachment problems and 70 teachers from special education schools. Data on teacher sensitivity and teacher-child relationship quality (dependency, conflict, closeness) were collected in the first trimester of the school year using independent observations and teacher questionnaires respectively. Teachers also completed questionnaires on classroom engagement (independent classroom participation) and peer engagement (social withdrawal) in the first, second, and third trimester. Dependency was uniquely associated with lower levels of independent classroom participation. Moreover, low teacher sensitivity predicted declines in independent classroom participation among overly dependent children, whereas high teacher sensitivity predicted growth in independent classroom participation. Dependency and teacher sensitivity did not predict social withdrawal. This study highlights the importance of teachers being sensitive to the needs of overly dependent children to support the autonomous exploratory behavior of these children. (PsycINFO Database Record
研究表明，依赖型师生关系与情感不安全感以及自主探索的缺乏有关，而这会干扰儿童的学业发展。这在有依恋问题的儿童中可能尤为明显，他们在与他人的关系中可能产生了深深的不安全感。在本研究中，考察了依赖对儿童课堂参与和同伴交往的影响以及教师敏感性的保护作用。样本包括85名有轻度至重度依恋问题的比利时儿童和70名来自特殊教育学校的教师。在学年的第一学期，分别通过独立观察和教师问卷收集了关于教师敏感性和师生关系质量（依赖、冲突、亲密程度）的数据。教师还在第一、第二和第三学期完成了关于课堂参与（独立课堂参与）和同伴交往（社交退缩）的问卷。依赖与较低水平的独立课堂参与存在独特关联。此外，教师敏感性低预示着过度依赖的儿童独立课堂参与度会下降，而教师敏感性高则预示着独立课堂参与度会提高。依赖和教师敏感性并不能预测社交退缩。本研究强调了教师对过度依赖儿童的需求保持敏感以支持这些儿童自主探索行为的重要性。（《心理学文摘数据库记录》 ）
