Attachment in the Classroom

被引：299

作者：

Bergin, Christi ^{[2
]}

Bergin, David ^{[1
]}

机构：

[1] Univ Missouri, Dept Educ Sch & Counseling Psychol, Columbia, MO 65211 USA

[2] Univ Missouri, Assessment Resource Ctr, Columbia, MO 65211 USA

来源：

EDUCATIONAL PSYCHOLOGY REVIEW | 2009年 / 21卷 / 02期

关键词：

Attachment; Achievement; School bonding; Teacher-student relationship; TEACHER-CHILD RELATIONSHIPS; MATERNAL SENSITIVITY; ACADEMIC-ACHIEVEMENT; NEGATIVE EMOTIONALITY; SCHOOL CONNECTEDNESS; PROTECTIVE FACTORS; PARENT ATTACHMENT; MOTHER ATTACHMENT; SOCIAL-BEHAVIOR; PEER REJECTION;

D O I：

10.1007/s10648-009-9104-0

中图分类号：

G44 [教育心理学];

学科分类号：

0402 ; 040202 ;

摘要：

Attachment influences students' school success. This is true of students' attachment to their parents, as well as to their teachers. Secure attachment is associated with higher grades and standardized test scores compared to insecure attachment. Secure attachment is also associated with greater emotional regulation, social competence, and willingness to take on challenges, and with lower levels of ADHD and delinquency, each of which in turn is associated with higher achievement. These effects tend to be stronger for high-risk students. In this era of accountability, enhancing teacher-student relationships is not merely an add-on, but rather is fundamental to raising achievement. Understanding the role of attachment in the classroom will help educators be more effective, particularly with challenging students. Twelve suggestions to improve teacher-student relationships and school bonding are provided.

引用

页码：141 / 170

页数：30

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