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23.10.2015 | Original Paper

Pre-adolescents’ representations of multiple attachment relationships: the role of perceived teacher interpersonal behaviour

verfasst von: Kyriakos Charalampous, Constantinos M. Kokkinos, Ekaterini Apota, Anastasia Iliadou, Maria Iosifidou, Sofia Moysidou, Ekaterini Vriza

Erschienen in: Learning Environments Research | Ausgabe 1/2016

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Abstract

Attachment theory proposes that early parent–child relationships provide the basis for all future close relationships of the individual, through childhood and adolescence into later life. The purpose of the present study was to examine the relationship between parental attachment, peer attachment and students’ perceptions of their teacher’s interpersonal behaviour, in order to shed light on the channels through which these constructs relate. In doing so, we examined three proposed theoretical schemes of pre-adolescents’ representations of multiple relationships. As a side-goal, the psychometric properties of the Greek translations of the Revised Inventory of Parental and Peer Attachment (IPPA-R) and the Questionnaire on Teacher Interaction (QTI-G) were investigated. Two independent samples comprising 270 and 306 pre-adolescents (grades 5–7), respectively participated in the study. Results supported a four-factor structure of the IPPA-R and an elliptical shape for the Interpersonal Teacher Circle measured by the QTI-G. The integrative scheme regarding pre-adolescents’ multiple adult relationships was supported by the data. Parental attachment relationships were found to be an important determinant of students’ perceptions of their teacher interpersonal behaviour, which in turn mediated the relationship between parental and peer attachment relationships. Results are discussed in terms of their theoretical and practical implications.

Vorheriger Artikel Student-centred learning environments: an investigation into student teachers’ instructional preferences and approaches to learning

Nächster Artikel Student perceptions of the cell biology laboratory learning environment in four undergraduate science courses in Spain

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The last two assumptions are considered extremely strict and their empirical verification is approximate.

The Greek elementary school comprises grades 1–6 and the junior high school grades 7–9, which is a policy present in many countries (International Bureau of Education 2008).

A rotation requesting 3 factors was also performed, based on the instrument’s original structure. However, again, only two meaningful factors were extracted. The third factor in each case had a small number of items, which were conceptually distant and had correlations too low to produce reliable factors.

An orthogonal rotation was considered, based on the independence assumption regarding the two factors in terms of the IPC-T (Wubbels et al. 1985).

The examined structure deviated somewhat from the proposed QTI structure for three reasons. First, the current structure meets the basic requirements of the QTI in terms of Interpersonal Theory (i.e. the eight subscales need to represent two uncorrelated dimensions and the subscales should be ordered in a circular position around these dimensions) (den Brok et al. 2003; Kyriakides 2005; Wubbels et al. 2012). Second, previous studies have consistently supported a deviating structure regarding the Control dimension (e.g., Charalampous and Kokkinos 2011, 2013; Fisher et al. 2007; Kyriakides 2005; Scott and Fisher 2004). Finally, evidence from the EFA analysis with the present data clearly supports these deviations, QTI basic requirements and previous literature. In addition, it is not unusual to reformulate the subscales in order to meet the aforementioned requirements in the QTI literature (Zijlstra et al. 2013).

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Titel: Pre-adolescents’ representations of multiple attachment relationships: the role of perceived teacher interpersonal behaviour
verfasst von: Kyriakos Charalampous
Constantinos M. Kokkinos
Ekaterini Apota
Anastasia Iliadou
Maria Iosifidou
Sofia Moysidou
Ekaterini Vriza
Publikationsdatum: 23.10.2015
Verlag: Springer Netherlands
Erschienen in: Learning Environments Research / Ausgabe 1/2016
Print ISSN: 1387-1579
Elektronische ISSN: 1573-1855
DOI: https://doi.org/10.1007/s10984-015-9196-z

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