USING THE ATTACHMENT LENS AND THE DYADIC EXPANSION OF CONSCIOUSNESS APPROACH TO INCREASE SCHOOL ADJUSTMENT

O. Danila
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Abstract

When in danger, either we refer to menaces or just novel situations, the brain needs firstly to connect to another human brain in order to coregulate; only after, can that brain continue process/ learn, regulate behaviors and thus adjust to the environment. The purpose of this study was to explore the connection between the quality of the pupil-teacher relationship, assessed from the attachment perspective and different school adjustment aspects. A sample of 40 educators were invited to evaluate their attachment strategies and then assess at least 3children from their current classes(primary school); results for a total of 121pupils were collected. First of all, educators assessed the pupil’s attachment needs using the Student-Teacher Relationship Scale; then, they were asked to assess social competencies using the Social Competence Scaleand the Engagementversus Disaffection with Learning Scale, as facets of school adjustment. Results show that the strength of the pupil-teacher relationship is influenced by the particularities of the attachment strategies of both parties, and, in turn, this relationship, with its 3 dimensions (closeness, conflict and dependence)impacts adjustment. Results are discussed in the light of the Dyadic Expansion of Consciousnesshypothesis–in a safe relationship, both the teacherand the pupil significantly expand the learning possibilities.
运用依恋透镜和意识的二元扩展方法来增加学校适应
当我们遇到危险时,无论是威胁还是新奇的情况,大脑首先需要连接到另一个人的大脑,以便共同调节;只有这样,大脑才能继续处理/学习,调节行为,从而适应环境。本研究旨在探讨以依恋视角评估的师生关系品质与学校适应不同层面的关系。本研究邀请40名教育工作者对他们的依恋策略进行评估,然后对来自他们当前班级(小学)的至少3名儿童进行评估;共收集了121名小学生的调查结果。首先,教育工作者使用师生关系量表评估小学生的依恋需求;然后,他们被要求使用社会能力量表和参与与学习不满量表来评估社会能力,作为学校适应的方面。结果表明,师生关系的强度受双方依恋策略的特殊性影响,师生关系又以亲密、冲突和依赖三个维度影响调整。结果是根据意识的二元扩展假说来讨论的——在安全的关系中,老师和学生都显著地扩大了学习的可能性。
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