Correo Electrónico
DNINFOA - SIA
Bibliotecas
Convocatorias
Identidad U.N.
Published
The Relationship Between Demographic Features and Iranian EFL Teachers’ Attachment Style
La relación entre las características demográficas y el estilo de apego de profesores iraníes de inglés como lengua extranjera
DOI:
https://doi.org/10.15446/profile.v24n1.91098Keywords:
attachment style, demographic features, English language teachers (en)características demográficas, estilo de apego, docentes de inglés (es)
This study investigated Iranian English as a foreign language teachers’ attachment styles and possible influential factors such as age, teaching experience, gender, and educational degree. The participants were 108 female and 79 male Iranian English teachers, chosen through convenience and snowball sampling. Using Google forms, a researcher-made questionnaire was sent to the participants. There was a positive relationship between age and a secure style, and a negative relationship between fearful and preoccupied styles and age. Further, there was a positive correlation between a secure style and teaching experience, and a negative relationship between fearful and preoccupied styles and teaching experience. Male teachers were more secure, and educational degree made no difference in secure and preoccupied styles.
Este estudio investigó los estilos de apego de profesores de inglés como lengua extranjera iraníes y los posibles factores influyentes como edad, experiencia docente, género y nivel educativo. Los participantes fueron 108 mujeres y 79 hombres, seleccionados por el muestreo de conveniencia y en cadena. Se elaboró un cuestionario en línea que se envió a los participantes. Las respuestas revelaron que, en cuanto a la edad, existía una relación positiva con el estilo seguro y una negativa con los estilos temerosos y preocupados. Además, en cuanto a la experiencia docente, hubo una correlación positiva con el estilo seguro y una negativa con los estilos de miedo y preocupación. Los hombres indicaron sentirse más seguros y el nivel educativo no mostró diferencia para los estilos seguro y preocupado.
References
Ackerman, C. E. (n.d.). What is attachment theory? Bowlby’s 4 stages explained. PositivePsychology.com. https://positivepsychology.com/attachment-theory/
Ainsworth, M. D., & Bell, S. M. (1970). Attachment, exploration, and separation: Illustrated by the behavior of one-year-olds in a strange situation. Child Development, 41(1), 49–67. https://doi.org/10.2307/1127388
Ainsworth, M. D., Blehar, M. C., Waters, E., & Wall, S. (1978). Patterns of attachment: A psychological study of the strange situation. Lawrence Erlbaum.
Akbağ, M., & İmamoğlu, S. E. (2010). The prediction of gender and attachment styles on shame, guilt, and loneliness. Educational Sciences: Theory & Practice, 10, 669–682.
Allen, J. P., & Land, D. (1999). Attachment in adolescence. In J. Cassidy & P. R. Shaver (Eds.), Handbook of attachment: Theory, research, and clinical applications (1st ed., pp. 319–335). Guilford Press.
Barker, E. S. (2015). Promoting positive teacher–child interactions through implementation of a social emotional learning curriculum with performance feedback [Unpublished doctoral dissertation]. University of Massachusetts Amherst, USA.
Bartholomew, K., & Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61(2), 226–244. https://doi.org/10.1037/0022-3514.61.2.226
Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational Psychology Review, 21, 141–170. https://doi.org/10.1007/s10648-009-9104-0
Bowlby, J. (1973). Attachment and loss: Separation, anxiety and anger (Vol. 2). Basic Books.
Bretherton, I. (2010). Fathers in attachment theory and research: A review. Early Child Development and Care, 180(1–2), 9–23. https://doi.org/10.1080/03004430903414661
Cassidy, J., Jones, J. D., & Shaver, P. R. (2013). Contributions of attachment theory and research: A Framework for future research, translation, and policy. Development and Psychopathology, 25(4), 1–39. https://doi.org/10.1017/S0954579413000692
Choi, J. Y., & Dobbs-Oates, J. (2016). Teacher-child relationships: Contribution of teacher and child characteristics. Journal of Research in Childhood Education, 30(1), 15–28. https://doi.org/10.1080/02568543.2015.1105331
Davis, K. (2018, September 25). How does cognitive behavioral therapy work? Medical News Today. https://www.medicalnewstoday.com/articles/296579
de Castro, R. M., & Pereira, D. I. F. (2019). Education and attachment: Guidelines to prevent school failure. Multimodal Technologies and Interaction, 3(1), 1–17. https://doi.org/10.3390/mti3010010
Del Giudice, M. (2011). Sex differences in romantic attachment: A meta-analysis. Personality and Social Psychology Bulletin, 37(2), 193–214. https://doi.org/10.1177/0146167210392789
Gervai, J. (2009). Environmental and genetic influences on early attachment. Child and Adolescent Psychiatry and Mental Health, 3, 1–12. https://doi.org/10.1186/1753-2000-3-25
Granot, D., & Mayseless, O. (2001). Attachment security and adjustment to school in middle childhood. International Journal of Behavioral Development, 25(6), 530–541. https://doi.org/10.1080/01650250042000366
Hancock, N., Scanlan, J. N., Honey, A., Bundy, A., & O’Shea, K. (2015). Recovery assessment scale—domains and stages (RASDS): Its feasibility and outcome measurement capacity. The Australian and New Zealand Journal of Psychiatry, 49(7), 624–633. https://doi.org/10.1177/0004867414564084
Hazan, C., & Shaver, P. (1987). Romantic love conceptualized as an attachment process. Journal of Personality and Social Psychology, 52(3), 511–524. https://doi.org/10.1037//0022-3514.52.3.511
Hoffman, S. G., Sawyer, A. T., Witt, A. A., & Oh, D. (2010). The effect of mindfulness-based therapy on anxiety and depression: A meta-analytic review. Journal of Consulting and Clinical Psychology, 78(2), 169–183. https://doi.org/10.1037/a0018555
Krstić, K. (2015). Attachment in the student–teacher relationship as a factor of school achievement. Teaching Innovations, 28(3), 167–188. https://doi.org/10.5937/inovacije1503167K
Moss, E., & St-Laurent, D. (2001). Attachment at school age and academic performance. Developmental Psychology, 37(6), 863–874. https://doi.org/10.1037/0012-1649.37.6.863
O’Connor, E., & McCartney, K. (2007). Examining teacher–child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369. https://doi.org/10.3102/0002831207302172
Ogelman, H. G., & Seven, S. (2012). Investigating preschool children’s attachment styles and peer relationships. Procedia: Social and Behavioral Sciences, 47, 765–770. https://doi.org/10.1016/j.sbspro.2012.06.731
Polek, E. (2008). Evaluating the replicability of the Bartholomew and Horowitz Model of attachment in one native Dutch and four immigrant samples. In E. Polek (Ed.), Attachment in cultural context: Differences in attachment between Eastern and Western Europeans (pp. 16–33). University of Groningen/UMCG research.
Poole Heller, D. (2014). Attachment style quiz. Retrieved July 2020, from https://dianepooleheller.com/attachment-test/
Pourmohseni-Koluri, F. (2016). Gender differences in attachment style and personality traits in prediction of love styles in university students. Research in Cognitive and Behavioral Sciences, 6(1), 17–32.
Riley, P. (2009). An adult attachment perspective on the student–teacher relationship and classroom management difficulties. Teaching and Teacher Education, 25(5), 626–635. https://doi.org/10.1016/j.tate.2008.11.018
Riley, P. (2012). Attachment perspectives on classroom relationships: Helping ourselves through helping others? (ED542248). ERIC. https://files.eric.ed.gov/fulltext/ED542248.pdf
Rozvadský-Gugová, G., & Heretik, A. (2011). Gender differences in attachment styles using Slovak version of the experiences in close relationships – Revised (ECR-R). Acta Technologica Dubnicae, 1(2), 29–36. https://doi.org/10.1515/atd-2015-0043
Scharfe, E. (2017). Sex differences in attachment. In T. K. Shackelford, & V. A. Weekes-Shackelford (Eds.), Encyclopedia of evolutionary psychological science. https://doi.org/10.1007/978-3-319-16999-6_3592-1
Segal, D. L., Needham, T. N., & Coolidge, F. L. (2009). Age differences in attachment orientations among younger and older adults: Evidence from two self-report measures of attachment. Aging and Human Development, 69(2), 119–132. https://doi.org/10.2190/AG.69.2.c
Shumaker, D. M., Deutsch, R. M., & Brenninkmeyer, L. (2009). How do I connect? Attachment issues in adolescence. Journal of Child Custody, 6(1–2), 91–112. https://doi.org/10.1080/15379410902894866
Simpson, J. A., & Rholes, W. S. (2017). Adult attachment, stress, and romantic relationships. Current Opinion in Psychology, 13, 19–24. https://doi.org/10.1016/j.copsyc.2016.04.006
Stevenson-Hinde, J., & Verschueren, K. (2002). Attachment in childhood. In P. K. Smith & C. H. Hart (Eds.), Blackwell handbook of childhood social development (pp. 182–204). Blackwell.
Tagay, Ö., & Karataş, Z. (2012). An investigation of attachment styles of college students. Procedia: Social and Behavioral Sciences, 47, 745–750. https://doi.org/10.1016/j.sbspro.2012.06.728
Toffoli, D. (2015). Attachment theory: Insights into student postures in autonomous language learning. In C. Gkonou, D. Tatzl, & S. Mercer (Eds.), New directions in language learning psychology (pp 55–70). Springer. https://doi.org/10.1007/978-3-319-23491-5_5
Van Oudenhoven, J. P., Hofstra, J., & Bakker, W. (2003). Ontwikkeling en evaluatie van de Hechtingstijllijst [Development and evaluation of the Attachment Styles Questionnaire]. Nederlands Tijdschrift voor de Psychologie, 58, 95–102.
Veríssimo, M., Torres, N., Silva, F., Fernandes, C., Vaughn, B. E., & Santos, A. J. (2017). Children’s representations of attachment and positive teacher–child relationships. Frontiers in Psychology, 8, 1–7. https://doi.org/10.3389/fpsyg.2017.02270
How to Cite
APA
ACM
ACS
ABNT
Chicago
Harvard
IEEE
MLA
Turabian
Vancouver
Download Citation
License
Copyright (c) 2022 Mansoor Ganji, Farzane Safarzade Samani
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
You are authorized to copy and redistribute the material in any medium or format as long as you give appropriate credit to the authors of the articles and to Profile: Issues in Teachers' Professional Development as original source of publication. The use of the material for commercial purposes is not allowed. If you remix, transform, or build upon the material, you may not distribute the modified material.
Authors retain the intellectual property of their manuscripts with the following restriction: first publication is granted to Profile: Issues in Teachers' Professional Development.
