{"id":433,"date":"2018-09-14T14:57:10","date_gmt":"2018-09-14T14:57:10","guid":{"rendered":"http:\/\/blog.soton.ac.uk\/edpsych\/?p=433"},"modified":"2018-09-14T14:57:10","modified_gmt":"2018-09-14T14:57:10","slug":"the-effects-of-the-teacher-child-relationship-and-caregiver-attachment-security-on-childrens-self-concept-in-middle-childhood","status":"publish","type":"post","link":"https:\/\/blog.soton.ac.uk\/edpsych\/2018\/09\/14\/the-effects-of-the-teacher-child-relationship-and-caregiver-attachment-security-on-childrens-self-concept-in-middle-childhood\/","title":{"rendered":"The effects of the teacher-child relationship and caregiver attachment security on children&#8217;s self-concept in middle childhood"},"content":{"rendered":"<p><strong>Assignment type:<\/strong>&nbsp;Thesis<br \/>\n<strong>Author:<\/strong>&nbsp;Sarah Delo<br \/>\n<strong>Submitted:<\/strong>&nbsp;June 2016<\/p>\n<p><strong>Abstract<\/strong><\/p>\n<p>A positive self-concept is associated with a number of outcomes including school adjustment, academic attainment and mental health. Literature suggests individual differences in self-concept derive from children\u2019s relationships with significant others such as parents and teachers. A systematic review of the literature exploring the relationship between teacher-child relationships and children\u2019s self-concept found some associations, however, this was not always consistently found. Furthermore, a number of methodological limitations in the studies were noted. Implications for future research were reported and included using multi-faceted measures of self-concept and teacher-child relationships, as well as controlling for the effect of other social relationships (e.g. parents).<\/p>\n<p>To address some of these limitations, this empirical paper examines whether teacher relationships (as characterised by closeness and conflict) are associated with children\u2019s global, academic, behavioural and social self-concept, and whether teacher relationships may buffer children who are less securely attached to their caregivers against negative outcomes, such as low self-concept. 163 children (aged 7-11 years) and their class teachers participated. Questionnaires measured child reports of the teacher relationship, attachment security to their caregiver and self-concept as well as teacher reports of teacher relationship quality. Results found that although there was no evidence for a moderating effect of teacher relationships, attachment security was related to children\u2019s global, academic, behavioural and social self-concept and positive teacher relationships further contributed to children\u2019s behavioural and academic self-concept. Teacher relationships were found not to contribute to children\u2019s global or social self-concept. Implications for future research and educational psychology practice are discussed.<\/p>\n<p><a href=\"https:\/\/eprints.soton.ac.uk\/401545\/\" target=\"_blank\" rel=\"noopener\">Download thesis (PDF) via ePrints Soton<\/a><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Assignment type:&nbsp;Thesis Author:&nbsp;Sarah Delo Submitted:&nbsp;June 2016 Abstract A positive self-concept is associated with a number of outcomes including school adjustment, academic attainment and mental health. Literature suggests individual differences in self-concept derive from children\u2019s relationships with significant others such as &hellip; <a href=\"https:\/\/blog.soton.ac.uk\/edpsych\/2018\/09\/14\/the-effects-of-the-teacher-child-relationship-and-caregiver-attachment-security-on-childrens-self-concept-in-middle-childhood\/\">Continue reading <span class=\"meta-nav\">&rarr;<\/span><\/a><\/p>\n","protected":false},"author":58097,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"ngg_post_thumbnail":0,"footnotes":""},"categories":[1003851,1003926,1003927],"tags":[158623,4054],"class_list":["post-433","post","type-post","status-publish","format-standard","hentry","category-attachment","category-self-concept","category-teacher-pupil-relationship","tag-research-project","tag-thesis"],"_links":{"self":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/433","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/users\/58097"}],"replies":[{"embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/comments?post=433"}],"version-history":[{"count":1,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/433\/revisions"}],"predecessor-version":[{"id":434,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/posts\/433\/revisions\/434"}],"wp:attachment":[{"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/media?parent=433"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/categories?post=433"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blog.soton.ac.uk\/edpsych\/wp-json\/wp\/v2\/tags?post=433"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}