Apego y competencias socioemocionales del profesorado. Estado de la cuestión 2015-2019

  1. García Rodríguez, Laura 1
  2. Iriarte Redin, Concha 1
  3. Reparaz Abaitua, Charo 1
  1. 1 Universidad de Navarra
    info

    Universidad de Navarra

    Pamplona, España

    ROR https://ror.org/02rxc7m23

Revista:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Año de publicación: 2019

Título del ejemplar: Infancia y Psicología del Desarrollo

Volumen: 2

Número: 1

Páginas: 119-128

Tipo: Artículo

DOI: 10.17060/IJODAEP.2019.N1.V2.1413 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Objetivos de desarrollo sostenible

Resumen

El tipo de relación o interacción entre el profesor y sus alumnos, ha sido identificado en añosrecientes como un aspecto que presenta una importante asociación con los distintos procesos que tienen lugar dentro del aula (Kikas y Magi, 2017; Pianta, Downer y Hamre, 2016; Rucinski, Brown y Downer, 2018). En este póster se presenta una revisión del estado de la cuestión sobre los hallazgos en la investigación de los últimos 5 años, relativos al tipo de apego que establece el profesor con sus alumnos y los efectos de esta relación sobre el proceso de aprendizaje de los niños y su desarrollo socioemocional. Para ello, se han revisado diversas publicaciones sobre el tema en las principales bases de datos: SCOPUS, EBSCO, PsycINFO, Pubmed, Dialnet y Redalyc.Los resultados observados en los estudios consultados, apuntan a que la relación profesoralumno:1) juega un rol importante, en términos del aprendizaje de contenidos propios de la etapa escolar de educación primaria y en el desempeño académico; y 2) está asociada con el ajuste de los niños en el contexto escolar; negativamente con los problemas de comportamiento y positivamente con las habilidades sociales.Se constata, por tanto, la relevancia de estos hallazgos en el campo de la enseñanza, y algunosvacíos en la investigación reciente, respecto al papel del tipo de apego que tiende a establecer el profesor con otros y cómo esto puede estar asociado a la calidad de la relación que establece con sus alumnos.

Referencias bibliográficas

  • Acar, I. H., Kutaka, T. S., Rudasill, K. M., Torquati, J. C., Coplan, R. J., y Yildiz, S. (En prensa).Examining the roles of child temperament and teacher-child relationships as predictors of Turkish children’s social competence and antisocial behavior. Current Psychology, 1-15. doi.org/10.1007/s12144-018-9901-z
  • Ahnert. L., Harwardt-Heinecke, E., Kappler, G., Eckstein-Madry, T., y Milatz, A. (2012). Student- teacher relationships and classroom climate in firstgrade: How do they relate to students’ stress regulation? Attachment and Human Development, 14 (3), 249-263.
  • Bosman, R. J., Roorda, D. L., van der Veen, I., y Koomen, H. M. (2018). Teacher-student relationship quality from kindergarten to sixth grade and students’ school adjustment: A person-centered approach. Journal of school psychology, 68, 177-194.
  • Coulombe, B. R., y Yates, T. M. (2018). Prosocial pathways to positive adaptation: The mediating role of teacher-child closeness. Journal of Applied Developmental Psychology, 58, 9-17.
  • de Jong, E. M., Koomen, H. M., Jellesma, F. C., y Roorda, D. L. (2018). Teacher and child perceptions of relationship quality and ethnic minority children’s behavioral adjustment in upper elementary school: A cross-lagged approach. Journal of school psychology, 70, 27- 43.
  • Demirta-Zorbaz, S., y Ergene, T. (2019). School adjustment of first-grade primary school students: Effects of family involvement, externalizing behavior, teacher and peer relations. Children and Youth Services Review, 101, 307-316.
  • Elledge, L. C., Elledge, A. R., Newgent, R. A., y Cavell, T. A. (2016). Social risk and peer victimization in elementary school children: The protective role of teacher-student relationships. Journal of abnormal child psychology, 44(4), 691-703.
  • Gasser, L., Grütter, J., Buholzer, A., y Wettstein, A. (2018). Emotionally supportive classroom interactions and students’ perceptions of their teachers as caring and just. Learning and Instruction, 54, 82-92.
  • Hajovsky, D. B., Mason, B. A., y McCune, L. A. (2017). Teacher-student relationship quality and academic achievement in elementary school: A longitudinal examination of gender differences. Journal of school psychology, 63, 119-133.
  • Hernández, M. M., Valiente, C., Eisenberg, N., Berger, R. H., Spinrad, T. L., VanSchyndel, S. K., Silva, K. M., Southworth, J. y Thompson, M. S. (2017). Elementary students’ effortful control and academic achievement: The mediating role of teacher–student relationship quality. Early childhood research quarterly, 40, 98-109.
  • Hosan, N. E., y Hoglund, W. (2017). Do Teacher–Child Relationship and Friendship Quality Matter for Children’s School Engagement and Academic Skills?. School Psychology Review, 46(2), 201-218
  • Howes, C. y Spieker, S. (2016). Attachment Relationships in the Context of Multiple Caregivers. En: J. Cassidy y P. Shaver (Edits.), Handbook of Attachment. Theory, Research and Clinical Applications. Third Edition (págs. 314-329). New-York: The Guildford Press.
  • Hughes, J. N., y Im, M. H. (2016). Teacher–student relationship and peer disliking and liking across grades 1–4. Child development, 87(2), 593-611.
  • Kikas, E., y Mägi, K. (2017). Does self-efficacy mediate the effect of primary school teachers’ emotional support on learning behavior and academic skills? The Journal of Early Adolescence, 37(5), 696-730.
  • Lucas-Molina, B., Williamson, A. A., Pulido, R., y Pérez-Albéniz, A. (2015). Effects of teacher– student relationships on peer harassment: A multilevel study. Psychology in the Schools, 52(3), -315.
  • McCormick, M. P., y O’Connor, E. E. (2015). Teacher–child relationship quality and academic achievement in elementary school: Does gender matter?. Journal of Educational Psychology, 107(2), 502.
  • Mason, B. A., Hajovsky, D. B., McCune, L. A., y Turek, J. J. (2017). Conflict, closeness, and academic skills: A longitudinal examination of the teacher–Student relationship. School Psychology Review, 46(2), 177-189
  • Murray, C., Kosty, D., y Hauser-McLean, K. (2016). Social support and attachment to teachers: Relative importance and specificity among low-income children and youth of color. Journal of Psychoeducational Assessment, 34(2), 119-135.
  • Nur, ., Aktas-Arnas, Y., Abbak, B. S., y Kale, M. (2018). Mother-Child and Teacher-Child Relationships and Their Associations with School Adjustment in Pre-School. Educational Sciences: Theory and Practice, 18(1), 201-220.
  • Pianta, R., Downer, J., y Hamre, B. (2016). Quality in Early Education Classrooms: Definitions, Gaps, and Systems. Future of Children, 26 (2), 119–137.
  • Poulou, M. S. (2015). Teacher-student relationships, social and emotional skills, and emotional and behavioural difficulties. International Journal of Educational Psychology, 4(1), 84-108.
  • Poulou, M. S. (2017). Students’ Emotional and Behavioral Difficulties: The Role of Teachers’ Social and Emotional Learning and Teacher-Student Relationships. International Journal of Emotional Education, 9(2), 72-89.
  • Roubinov, D. S., Hagan, M. J., Boyce, W. T., Essex, M. J., y Bush, N. R. (2017). Child temperament and teacher relationship interactively predict cortisol expression: The prism of classroom climate. Development and psychopathology, 29(5), 1763-1775.
  • Rucinski, C. L., Brown, J. L., y Downer, J. T. (2018). Teacher–child relationships, classroom climate, and children’s social-emotional and academic development. Journal of Educational Psychology, 110(7), 992.
  • Satchwell-Hirst, M. (2018) Neuroscience and Emotional Development. The basics Explained. En D. Colley y P. Cooper (Edits.), Attachment and Emotional Development in the Classroom. Theory and Practice (pp. 49 – 73). London and Philadelphia: Jessica Kingsley Publishers.
  • Wang, C., Hatzigianni, M., Shahaeian, A., Murray, E., y Harrison, L. J. (2016). The combined effects of teacher-child and peer relationships on children’s social-emotional adjustment. Journal of school psychology, 59, 1-11.
Fuente de los datos: Dialnet