Student-teacher relationship representation and school adjustment in primary school

Journal title RICERCHE DI PSICOLOGIA
Author/s Anna Di Norcia, Eleonora Cannoni, Anna Silvia Bombi
Publishing Year 2022 Issue 2022/1
Language English Pages 12 P. 1-12 File size 0 KB
DOI 10.3280/rip2022oa13311
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The present study investigates student-teacher and student-peer relationships, as well as school adjustment. A novelty element is the use of drawing of oneself with a teacher to predict some aspects of children’s adjustment in primary school. Our aim was to evaluate what aspects of student-teacher relationship as perceived by children were more predictive of relational wellbeing in class and school adjustment. In sum, our results confirm that, as predicted by the attachment theory (Hamre & Pianta, 2001), a relationship perceived as close by the teacher goes hand in hand with school adjustment and relational wellbeing in school. Autonomy, too, play a positive role. In terms of predictive power, gaining autonomy from teachers seems to predict students wellbeing even more than closeness, at least as it appears from students pictorial representation. 

Keywords: ; student-teacher relationship; children drawing; primary school; school adjustment

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Anna Di Norcia, Eleonora Cannoni, Anna Silvia Bombi, Student-teacher relationship representation and school adjustment in primary school in "RICERCHE DI PSICOLOGIA" 1/2022, pp 1-12, DOI: 10.3280/rip2022oa13311