Child-teacher dependency: The state of the research

ABSTRACT

The purpose of this commentary is to situate the findings from the studies in this special issue within the broader child-teacher relationship literature, with particular focus on the complex nature of child-teacher dependency. First, I briefly describe and review each of the compelling papers in this special issue. Second, I weave the studies to each other by linking their methods and results, and by identifying similar findings from the extant literature. Third, I provide some thoughts about future directions and implications for the study of child-teacher dependency from my perspective as a researcher in this field.

KEYWORDS:

• Dependency
• teacher-child relationship quality
• internalizing behavior
• shyness
• behavioral inhibition

Disclosure statement

No potential conflict of interest was reported by the author(s).