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Cross-cultural differences in preschool teachers’ perceptions of student-teacher emotional dependency: evidence from seven European countries
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DOI：10.1007/s11218-026-10249-3.png)
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Abstract
En 中文
Previous research often frames teacher–student dependency as negative, largely based on evidence from individualistic contexts, while studies in collectivistic settings suggest it may reflect a positive relational quality. However, the role of cultural values and potential subtypes of emotional dependency—seeking attention and approval versus clinginess and affection seeking— remains underexplored. This study examined (a) associations between cultural values and teachers’ perceptions of closeness and conflict with emotionally dependent children and (b) whether these perceptions differ across dependency subtypes. The sample consisted of 1,680 preschool teachers from seven European countries using a within-participant vignette design. Multilevel analyses showed that independent self-construal was associated with higher closeness and lower conflict, whereas interdependent self-construal predicted higher conflict. At the country level, higher individualism was linked to more conflict and less closeness. Teachers perceived seeking attention and approval as less conflictual than clinginess and affection seeking.
Keywords:
Student-teacher relationship
Emotional dependency
Cultural values
Preschool
Vignettes
Journal
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