{"title":"基于依恋的教育实践如何有助于减少学校的耻辱?","authors":"Dora Pereira, Margarida Pocinho","doi":"10.1111/ejed.70161","DOIUrl":null,"url":null,"abstract":"<div>\n \n <p>This study aims to evaluate the formative and reflective methodology—Thinkspace—which is aimed at teachers and based on Attachment Theory, allowing pedagogic strategies to be adjusted to the internal working models of attachment of students with challenging behaviours. The sample consisted of 28 teachers from the 5th to the 9th grade of schooling, belonging to schools in the Autonomous Region of Madeira, Portugal. We used a sociodemographic questionnaire, the Adult Attachment Scale, the Student-Teacher Relationship Scale and the Teacher Report Form for Teachers as evaluation instruments. Results show important changes in how teachers evaluate their students' behaviour and educational strategies, with higher use of Proximity and less use of Conflict within the relationship with challenging students. In conclusion, the “Thinkspace” methodology helped teachers adjust their strategies for improving the pedagogical relationship with the students that they considered challenging. Despite the small sample size, the study has significant ecological validity, providing clear indications that more research should focus on the applicability and benefits of educational practices informed by Attachment Theory and the “Thinkspace” model.</p>\n </div>","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":"60 3","pages":""},"PeriodicalIF":2.8000,"publicationDate":"2025-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"How Attachment Based Educational Practices Can Contribute to Reduce Stigma at Schools?\",\"authors\":\"Dora Pereira, Margarida Pocinho\",\"doi\":\"10.1111/ejed.70161\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<div>\\n \\n <p>This study aims to evaluate the formative and reflective methodology—Thinkspace—which is aimed at teachers and based on Attachment Theory, allowing pedagogic strategies to be adjusted to the internal working models of attachment of students with challenging behaviours. The sample consisted of 28 teachers from the 5th to the 9th grade of schooling, belonging to schools in the Autonomous Region of Madeira, Portugal. We used a sociodemographic questionnaire, the Adult Attachment Scale, the Student-Teacher Relationship Scale and the Teacher Report Form for Teachers as evaluation instruments. Results show important changes in how teachers evaluate their students' behaviour and educational strategies, with higher use of Proximity and less use of Conflict within the relationship with challenging students. In conclusion, the “Thinkspace” methodology helped teachers adjust their strategies for improving the pedagogical relationship with the students that they considered challenging. Despite the small sample size, the study has significant ecological validity, providing clear indications that more research should focus on the applicability and benefits of educational practices informed by Attachment Theory and the “Thinkspace” model.</p>\\n </div>\",\"PeriodicalId\":47585,\"journal\":{\"name\":\"European Journal of Education\",\"volume\":\"60 3\",\"pages\":\"\"},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2025-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://onlinelibrary.wiley.com/doi/10.1111/ejed.70161\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ejed.70161","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
How Attachment Based Educational Practices Can Contribute to Reduce Stigma at Schools?
This study aims to evaluate the formative and reflective methodology—Thinkspace—which is aimed at teachers and based on Attachment Theory, allowing pedagogic strategies to be adjusted to the internal working models of attachment of students with challenging behaviours. The sample consisted of 28 teachers from the 5th to the 9th grade of schooling, belonging to schools in the Autonomous Region of Madeira, Portugal. We used a sociodemographic questionnaire, the Adult Attachment Scale, the Student-Teacher Relationship Scale and the Teacher Report Form for Teachers as evaluation instruments. Results show important changes in how teachers evaluate their students' behaviour and educational strategies, with higher use of Proximity and less use of Conflict within the relationship with challenging students. In conclusion, the “Thinkspace” methodology helped teachers adjust their strategies for improving the pedagogical relationship with the students that they considered challenging. Despite the small sample size, the study has significant ecological validity, providing clear indications that more research should focus on the applicability and benefits of educational practices informed by Attachment Theory and the “Thinkspace” model.
期刊介绍:
The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.