@article{65597, 
year={2019},
issn={1972-5620},
journal={RICERCHE DI PSICOLOGIA },
number={4},
volume={42},
doi={10.3280/RIP2019-004002},
title={Teacher-child emotional matching: The role of attachment representation},
abstract={This study examines the role of children’s representation of attachment relationships in emotional matching as shown in teacher-child dyads engaged in Autobiographical Emotional Events Dialogue (AEED; Oppenheim, 2007). This task involves the dyad in the co-construction of narratives related to significant emotional episodes lived by the child and evaluates the participation of both partners during this process. Participants were thirty-seven children from five to seven years of age with their three teachers: the dyads completed the AEED and the children were tested with the Separation Anxiety Test - School Version, the Peabody Picture Vocabulary Test - Revised, and the Coloured Progressive Matricies. The results evidenced a link between the quality of teacher-child attach ment from the child’s point of view and the emotional matching: children who have a secure representation of attachment significantly increase the probability that the dyad will be emotionally matched.}
url={http://www.francoangeli.it/Riviste/Scheda_rivista.aspx?idArticolo=65597},
author={Annalisa Valle and Davide Massaro and Valentina Cornetti and Ilaria Castelli and Antonella Marchetti}
pages={587-598},
language={EN}}