Abstract
The purpose of this commentary is to situate the findings from the studies in this special issue within the broader child-teacher relationship literature, with particular focus on the complex nature of child-teacher dependency. First, I briefly describe and review each of the compelling papers in this special issue. Second, I weave the studies to each other by linking their methods and results, and by identifying similar findings from the extant literature. Third, I provide some thoughts about future directions and implications for the study of child-teacher dependency from my perspective as a researcher in this field.
Original language | English (US) |
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Journal | Attachment and Human Development |
DOIs | |
State | Accepted/In press - 2020 |
Externally published | Yes |
Keywords
- Dependency
- behavioral inhibition
- internalizing behavior
- shyness
- teacher-child relationship quality
ASJC Scopus subject areas
- Developmental and Educational Psychology
- Psychiatry and Mental health