Close parental attachment and teacher closeness: A cross-gender study

Date of Publication

2008

Document Type

Bachelor's Thesis

Degree Name

Bachelor of Science in Educational Psychology

Subject Categories

Educational Psychology

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Counseling and Educational Psychology

Thesis Adviser

Nancy Rayos

Defense Panel Chair

Carmelita Pabiton

Defense Panel Member

Nenuca Canlas

Abstract/Summary

The current study focuses on the relation between children's relationship with their parents and children's relationship with their teacher using the Pearson R as the major analysis of the study. As stated in the attachment theory, when a child interacts with their primary caregiver--usually mothers-young children develop internalized working models of relationships. Scales on both Parental Attachment, using the Parental Attachment scale, and Teacher Closeness, using the Individual Classroom Environment Questionnaire), are given to 250 grade 3 students who studies in a self-contained school (One teacher in all subjects) in Metro Manila. Also, the study finds out if the gender of the student is a factor on what kind of attachment the child forms with his/her parents and teacher using a t-test. The study hypothesized that when children are close to their parents, it is most likely that they would form a close relationship with their teacher as well.

Abstract Format

html

Language

English

Format

Print

Accession Number

TU15090

Shelf Location

Archives, The Learning Commons, 12F, Henry Sy Sr. Hall

Physical Description

vii, 37 leaves, illustrations, 28 cm.

Keywords

Parent and child; Teacher-student relationships

Embargo Period

4-4-2021

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