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Ricerche di Psicologia/Psychological Research Journal - Open Access

Articoli

N. 1 (2022)

Student-teacher relationship representation and school adjustment in primary school

DOI
https://doi.org/10.3280/rip2022oa13311
Inviata
11 febbraio 2021
Pubblicato
10-02-2022

Abstract

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. 

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