Abstract
The aim of this study is to examine whether the tendency towards a certain style of classroom management can be predicted based on the attachment and mentalization of the teacher, as well as whether training in the field of classroom management modifies the relationship between predictor and criterion variables. The research included 100 1st-4th-grade elementary school teachers teachers, 86 female and 14 male, aged from 28 to 64 and with 1 to 39 years of experience. The data were collected with the following instruments: Inventory for self-assessment of teachers' styles in classroom management - ISNUR; questionnaire "Experience in close relationships", Serbian modified and adapted version, SM-ECR-R; Questionnaire for examining the mentalization UM. The results show that anxiety and mentalization of self contribute to the tendency towards the non-intervening and intervening style of classroom management, while the mentalization of others and trainings in the field of classroom management contribute to the tendency towards the interactionist style of classroom management. The moderating effect of training on the relationship between the mentalization of others and the interactionist style of class management was also established.
Keywords
References
1. Allen, J. G. (2006). Mentalizing in practice. Handbook of mentalization-based treatment, 3-30.
2. Banjac, S., Altaras-Dimitrijević, A., & Dimitrijević, A. (2013). Odnos vezanosti, mentalizacije i intelektualnih sposobnosti u adolescenciji. Psihološka istraživanja, 16(2), 175–190.
3. Bateman, A., & Fonagy, P. (2010). Mentalization based treatment for borderline personality disorder. World psychiatry: official journal of the World Psychiatric Association (WPA), 9(1), 11–15.
4. Bergin, C., & Bergin, D. (2009). Attachment in the classroom. Educational psychology review, 21(2), 141-170.
5. Bowlby, J. (1973). Attachment and loss: Volume 2 Separation, New York: Basic Book.
6. Brennan, K. A., Clark, C. L., & Shaver, P. R. (1998). Self-report measurement of adult attachment: An integrative overview. In J. A. Simpson & W. S. Rholes (Eds.), Attachment theory and close relationships (str. 46–76). New York: The Guilford Press.
7. Collins, N. L., & Read, S. J. (1990). Adult attachment, working models, and relationship quality in dating couples. Journal of personality and social psychology, 58(4), 644–663. https://doi.org/10.1037/0022-3514.58.4.644
8. Dimitrijević, A., Hanak, N., Altaras Dimitrijević, A., & Jolić Marjanović, Z. (2018). The Mentalization Scale (MentS): A self-report measure for the assessment of mentalizing capacity. Journal of personality assessment, 100(3), 268–280. https://doi.org/10.1080/00223891.2017.1310730
9. Đigić, G. (2013). Ličnost nastavnika i stilovi upravljanja razredom. Универзитет у Нишу.
10. Djigic, G., & Stojiljkovic, S. (2011). Classroom management styles, classroom climate and school achievement. Procedia-Social and Behavioral Sciences, 29, 819-828.
11. Djigić, G., & Stojiljković, S. (2014, September). Inventory for Teachers’ Self-assessment in Classroom Manegement Styles–Development and its Psychometric Characteristics. In International Multidisciplinary Scientific Conferences on Social Sciences and Arts SGEM, Albena, Bulgaria.
12. Fonagy, P., & Allison, E. (2012). What is mentalization? The concept and its foundations in developmental research. In N. Midgley & I. Vrouva (Eds.), Minding the child: Mentalization-based interventions with children, young people and their families (11–34). Hove: Routledge.
13. Fonagy, P., Steele, M., Steele, H., Moran, G. S., & Higgitt, A. C. (1991). The capacity for understanding mental states: The reflective self in parent and child and its significance for security of attachment. Infant mental health journal, 12(3), 201–218.
14. Fonagy, P., & Target, M. (1997). Attachment and reflective function: Their role in self-organization. Development and psychopathology, 9(4), 679-700.
15. Fonagy, P., Target, M., Steele, H., & Steele, M. (1998). Reflective-functioning manual, version 5.0, for application to adult attachment interviews. London: University College London, 161-2.
16. Fraley, R. C., Waller, N. G., & Brennan, K. A. (2000). An item response theory analysis of self-report measures of adult attachment. Journal of personality and social psychology, 78(2), 350–365. https://doi.org/10.1037/0022-3514.78.2.350
17. Griffin, D. W., & Bartholomew, K. (1994). Models of the self and other: Fundamental dimensions underlying measures of adult attachment. Journal of personality and social psychology, 67(3), 430–445. https://doi.org/10.1037/0022-3514.67.3.430
18. Guerrero, L. K. (1996). Attachment‐style differences in intimacy and involvement: A test of the four‐category model. Communications Monographs, 63(4), 269–292.
19. Hanak, N., & Dimitrijevic, A. (2013). A Serbian version of modified and revised experiences in Close Relationships Scale (SM–ECR–R). Journal of personality assessment, 95(5), 530–538. https://doi.org/10.1080/00223891.2013.778271
20. Hazen, 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
21. Howes, C., & Ritchie, S. (2002). A matter of trust: Connecting teachers and learners in the early childhood classroom (Vol. 84). Teachers college press.
22. Kennedy, J. H., & Kennedy, C. E. (2004). Attachment theory: Implications for school psychology. Psychology in the Schools, 41(2), 247-259.
23. Kesner, J. E. (2000). Teacher characteristics and the quality of child–teacher relationships. Journal of School Psychology, 38(2), 133–149.
24. Lifshin, U., Kleinerman, I. B., Shaver, P. R., & Mikulincer, M. (2020). Teachers’ attachment orientations and children’s school adjustment: Evidence from a longitudinal study of first graders. Journal of Social and Personal Relationships, 37(2), 559-580.
25. Martin, N. K., & Baldwin, B. (1993). Validation of an Inventory of Classroom Management Style: Differences between Novice and Experienced Teachers.
26. Marzano, R. J., & Marzano, J. S. (2003). The key to classroom management. Educational leadership, 61(1), 6-13.
27. Mikulincer, M., & Shaver, P. R. (2003). The Attachment Behavioral System in Adulthood: Activation, Psychodynamics, and Interpersonal Processes. In M. P. Zanna (Ed.), Advances in experimental social psychology,Vol. 35, pp. 53–152. Elsevier Academic Press. https://doi.org/10.1016/S0065-2601(03)01002-5
28. Morris-Rothschild, B. K., & Brassard, M. R. (2006). Teachers' conflict management styles: The role of attachment styles and classroom management efficacy. Journal of school psychology, 44(2), 105-121.
29. Recktenvald, K., & Donelli, T. M. S. (2019). Nursery Educators’ Implicit Mentalizing. Trends in Psychology, 27, 895-908.
30. Scharfe, E., & Bartholomew, K. (1995). Accommodation and Attachment Representations in Young Couples. Journal of Social and Personal Relationships, 12(3), 389–401. https://doi.org/10.1177/0265407595123004
31. Sher-Censor, E., Nahamias-Zlotolov, A., & Dolev, S. (2019). Special education teachers’ narratives and attachment style: Associations with classroom emotional support. Journal of child and family studies, 28(8), 2232-2242.
32. Simpson, J. A. (1990). Influence of attachment styles on romantic relationships. Journal of Personality & Social Psychology, 59, 971–980. https://doi.org/10.1037/0022-3514.59.5.971
33. Swan, P., & Riley, P. (2015). Social connection: empathy and mentalization for teachers. Pastoral Care in Education, 33(4), 220-233.
Authors retain the copyright of the published papers and grant to the publisher the nonexclusive right to publish the article, to be cited as its original publisher in case of re-use, and to distribute it in all forms and media. The published articles will be distributed under the Creative Commons Attribution ShareAlike 4.0 International license (CC BY-SA). It is allowed to copy and redistribute the material in any medium or format, and remix, transform and build upon it for any purpose, even commercially, as long as appropriate credit is given to the original
author(s), a link to the license is provided, it is indicated if changes were made and the new work is distributed under the same license as the original. Authors are permitted to deposit the author’s publisher’s version (PDF) of their work in an institutional repository, subject-based repository, author’s personal website (including social networking sites, such as ResearchGate, Academia.edu, etc.), and/or departmental website at any time after publication, with an acknowledgment of its initial publication in this journal.