Attachment in the Classroom

By C. Bergin, David A. Bergin. 2009

643 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/acc37d485e7722182dd380a45b423b9e3dc5d1ae

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In Clinical Psychology

In Education

Citations in the corpus

Socio-emotional well-being and academic achievement: evidence from a multilevel approach (2011, background): “Bergin and Bergin (2009) conceptualize this as attachment in the classroom, highlighting the role that caring and secure relationships established within the educational context play regarding students’ wellbeing (see also Berger et al., 2009).”
RULER: A Theory-Driven, Systemic Approach to Social, Emotional, and Academic Learning (2019, background): “Positive classroom climates foster attachment relationships between teachers and children, where children receive the emotional support they need (Bergin & Bergin, 2009; Denham & Burton, 2012).”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “…investigated variables, providing further support for the notion formulated in prior research literature and review studies that TSRs influence students’ school engagement and achievement (e.g., Bergin & Bergin, 2009; Davis, 2003; Hamre & Pianta, 2001; Pianta et al., 2003; Skinner & Belmont, 1993).”
Teacher emotions in the classroom: associations with students’ engagement, classroom discipline and the interpersonal teacher-student relationship (2015, background): “In attachment theory approaches, the interpersonal dimension of TSR is frequently coined as “closeness” (e.g. Pianta 2001; Bergin and Bergin 2009).”
Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study (2015, background): “Research has shown that children with secure attachments to their caregivers exhibit better overall functioning (Bergin & Bergin, 2009).”
Affective Teacher–Student Relationships and Students' Engagement and Achievement: A Meta-Analytic Update and Test of the Mediating Role of Engagement (2017, background): “Perhaps due to this scale difference, teacher–student relationships are usually less personal, less positive, and more distant in secondary schools than in primary schools (Bergin & Bergin, 2009; Hargreaves, 2000).”
Drivers of human development: How relationships and context shape learning and development1 (2020, background): “…synchrony, compassionate communication, co-regulation, support, modeling, consistency, trustworthiness, cognitively stimulation, and a caregiver’s capacity to accurately perceive and respond to the child’s mental state (e.g., Bergin & Bergin, 2009; Bornstein, 2015; Li & Julian, 2012; Siegel, 2012).”
The Effectiveness of Mindfulness-Based Stress Reduction on Educator Stress and Well-Being: Results from a Pilot Study (2013, background): “Not surprisingly, the quality of student’s early relationships with teachers predicts later school engagement and achievement, especially among high-risk students (Bergin and Bergin 2009).”
Teacher-student relationship and mathematical problem-solving ability: mediating roles of self-efficacy and mathematical anxiety (2020, background): “Second, attachment serves as a foundation for children’s communication with each other (Bergin & Bergin, 2009).”
Social Influences on Interest (2016, background): “The desire to belong, to be part of a group, and to be attached to others is a powerful, fundamental human goal or need (Baumeister & Leary, 1995; C. Bergin & Bergin, 2009; Deci & Ryan, 2000; Tomasello, Carpenter, Call, Behne, & Moll, 2005).”
Implications for educational practice of the science of learning and development (2019, background): “Research suggests that relationships are most beneficial when they are attuned to children’s emotional needs, when they are consistent and overtime, and when they support children’s cognitive engagement (Bergin & Bergin, 2009).”
Cultivating Positive Teacher–Student Relationships: Preliminary Evaluation of the Establish–Maintain–Restore (EMR) Method (2018, background): “For example, research in developmental psychology has revealed a wealth of evidence linking adult–child attachment to children’s emotional competence, prosocial behavior, and academic performance (Bergin & Bergin, 2009).”