The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment
This study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships (PAIR) to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2022-10-01
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| Series: | Frontiers in Psychology |
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| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1006568/full |
| _version_ | 1811257653241839616 |
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| author | Anna Di Norcia Anna Silvia Bombi Giuliana Pinto Eleonora Cannoni |
| author_facet | Anna Di Norcia Anna Silvia Bombi Giuliana Pinto Eleonora Cannoni |
| author_sort | Anna Di Norcia |
| collection | DOAJ |
| description | This study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships (PAIR) to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle childhood, the teacher is one of the most significant adults with whom children interact daily; a student–teacher relationship warm and free from excessive dependency and conflict is very important for children wellbeing; however, children’s recognition of teacher importance as an authority figure has been seldom studied. Children aged 7–11 years were individually asked to draw themselves and one of their teachers in two situations (relational Wellbeing and relational Distress); the scale of Value from PAIR was used as a proxy of the importance attributed to teachers in each situation. Teachers completed the Student–Teacher Relationship Scale for Closeness, Conflict, and Dependency of each child; parents answered two items about their children’s School Adjustment. All the study variables were firstly analyzed to check gender and age differences. Boys valorized more than girls the teacher’s figure; however, teachers perceived more Closeness and less Conflict with girls. Dependency and Conflict decreased with age, as well as (albeit slightly) School Adjustment. To assess the links between pictorial valorization of the teacher in Wellbeing and Distress and teachers’ and parents’ evaluations, four separate hierarchical regressions were performed, namely, Closeness, Dependency, Conflict, and School Adjustment, controlling children’s sex and age. The teacher’s pictorial Value in Wellbeing appeared to be related to Closeness and School Adjustment, while a negative relationship emerged between Value and Dependency in Distress. In sum, the recognition of the teacher’s role as an authority figure does not hinder a warm student–teacher relationship and impacts positively on school adjustment. In situations of Distress, dependent pupils showed a diminished appreciation of the teacher’s importance, possibly as a result of a defensive stance. |
| first_indexed | 2024-04-12T18:00:46Z |
| format | Article |
| id | doaj.art-cb12ea02e21c460d8b42928da425b8d1 |
| institution | Directory Open Access Journal |
| issn | 1664-1078 |
| language | English |
| last_indexed | 2024-04-12T18:00:46Z |
| publishDate | 2022-10-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj.art-cb12ea02e21c460d8b42928da425b8d12022-12-22T03:22:11ZengFrontiers Media S.A.Frontiers in Psychology1664-10782022-10-011310.3389/fpsyg.2022.10065681006568The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustmentAnna Di Norcia0Anna Silvia Bombi1Giuliana Pinto2Eleonora Cannoni3Department of Social and Developmental Psychology, Sapienza University of Rome, Rome, ItalyDepartment of Social and Developmental Psychology, Sapienza University of Rome, Rome, ItalyDepartment of Psychology, University of Florence, Florence, ItalyDepartment of Social and Developmental Psychology, Sapienza University of Rome, Rome, ItalyThis study employs the scale of Value from Pictorial Assessment of Interpersonal Relationships (PAIR) to investigate the links between the importance attributed by primary students to their teachers and two independent measures of scholastic wellbeing, provided by teachers and parents. During middle childhood, the teacher is one of the most significant adults with whom children interact daily; a student–teacher relationship warm and free from excessive dependency and conflict is very important for children wellbeing; however, children’s recognition of teacher importance as an authority figure has been seldom studied. Children aged 7–11 years were individually asked to draw themselves and one of their teachers in two situations (relational Wellbeing and relational Distress); the scale of Value from PAIR was used as a proxy of the importance attributed to teachers in each situation. Teachers completed the Student–Teacher Relationship Scale for Closeness, Conflict, and Dependency of each child; parents answered two items about their children’s School Adjustment. All the study variables were firstly analyzed to check gender and age differences. Boys valorized more than girls the teacher’s figure; however, teachers perceived more Closeness and less Conflict with girls. Dependency and Conflict decreased with age, as well as (albeit slightly) School Adjustment. To assess the links between pictorial valorization of the teacher in Wellbeing and Distress and teachers’ and parents’ evaluations, four separate hierarchical regressions were performed, namely, Closeness, Dependency, Conflict, and School Adjustment, controlling children’s sex and age. The teacher’s pictorial Value in Wellbeing appeared to be related to Closeness and School Adjustment, while a negative relationship emerged between Value and Dependency in Distress. In sum, the recognition of the teacher’s role as an authority figure does not hinder a warm student–teacher relationship and impacts positively on school adjustment. In situations of Distress, dependent pupils showed a diminished appreciation of the teacher’s importance, possibly as a result of a defensive stance.https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1006568/fullteacher authoritystudent–teacher relationshipschool adjustmentprimary schoolchildren drawing |
| spellingShingle | Anna Di Norcia Anna Silvia Bombi Giuliana Pinto Eleonora Cannoni The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment Frontiers in Psychology teacher authority student–teacher relationship school adjustment primary school children drawing |
| title | The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment |
| title_full | The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment |
| title_fullStr | The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment |
| title_full_unstemmed | The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment |
| title_short | The student’s drawing of teacher’s pictorial Value as a predictor of the student–teacher relationship and school adjustment |
| title_sort | student s drawing of teacher s pictorial value as a predictor of the student teacher relationship and school adjustment |
| topic | teacher authority student–teacher relationship school adjustment primary school children drawing |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2022.1006568/full |
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