Teacher-student attachment relationship, variables associated, and measurement: A systematic review

This systematic review offers an overview of the results research from last 10 years concerning teacher-student relationship and its connection with other attachment theory constructs child development variables. An exhaustive search Web Science, SCOPUS, PsycINFO was performed, finding a total 24 studies that met established eligibility criteria. The evidence accumulated between 2010 2020 suggests that: 1) early care experiences have effect on formation new relationships at primary school, although it is possible children will construct mental representations based interactions in day to life, 2) level teacher's characteristics, style availability towards children's needs seem be associated school adjustment problematic behaviour children, 3) quality significantly externalizing internalizing behaviour, liking, peer acceptance, academic performance, self-concept emotional regulation children. For part, when evaluating relationship, STRS continues widely used study perspective. However, recent measurement instruments become available explore perspective student, most notably CARTS SPARTS. Advances as bond important implications for education stage are discussed.