Trust for Teachers and Early Childhood Attachment in Junior High School Students

Abstract

The purpose of the present study was to investigate the relationship between trust for teachers and early childhood attachment in junior high school students. A total of 201 junior high school students completed a questionnaire that asked their attachment to parents and trust for teachers. We analyzed data separately for boys and girls, and found first for both sexes, secure and dependent attachment to parents had a positive correlation with trust for teachers, and insecure and avoidant attachment had a negative correlation. In addition, for girls, separation anxiety had a positive correlation with the trust. The results of this research showed that not only factors on the teacher side but also such psychological factors on the student side as attachment in early childhood were necessary to predict students' trust for teachers.