共查询到20条相似文献，搜索用时 640 毫秒
1.
Representation of self and socioemotional competence in kindergartners: differential and combined effects of attachment to mother and to father 总被引：7，自引：0，他引：7
In the present study, we examined the differential predictive power and the joint or compensatory effects of representations of child-mother and child-father attachment for children's representation of self and their socioemotional competence. The representations of attachment were assessed by an attachment story completion task, completed once for mother and once for father (in counterbalanced order). Eighty participants (40 boys and 40 girls), aged between 55 and 77 months (M = 5 years 3 months), took place in the study. The socioemotional competence (peer social competence, disruptive behavior, anxious/withdrawn behavior, and school adjustment) and behavioral manifestations of self-esteem were evaluated by the kindergarten teacher. The inner representation of self (positiveness of self, perceived competence, and social acceptance) was assessed in a subgroup of 50 children. Results showed that the relative predictive power of child-mother and child-father attachments differed according to the domain of child functioning that was assessed. More specifically, it was found that the child's positiveness of self was better predicted by the quality of the child-mother attachment representation than by the quality of the child-father attachment representation. In contrast, the child's anxious/withdrawn behavioral problems were better predicted by the quality of the child-father attachment representation than by the quality of the child-mother attachment representation. With regard to the joint effects of child-mother and child-father attachment, it was found that a secure attachment to one parent can compensate for or buffer against an insecure attachment to the other parent. However, the buffering effect was not complete. 相似文献
2.
Child-mother attachment and the self in six-year-olds 总被引：3，自引：1，他引：3
J Cassidy 《Child development》1988,59(1):121-134
Bowlby has proposed that child-parent attachment is important in the child's representation of self. In this study, the child's representation of self was examined in connection with child-mother attachment in a sample of 52 white, middle-class 6-year-olds. Children were seen in 2 play sessions, 1 month apart. Quality of attachment was assessed in each session based on the child's behavior on reunion following a laboratory separation of approximately 1 hour, using a system devised by Main and Cassidy. Aggregated attachment ratings and classifications were assigned based on the child's behavior in both reunions. Assessments of the self consisted of (a) assessment of the self within the relationship with the attachment figure (an incomplete doll stories procedure), (b) assessment of the child's perceptions of how an unspecified "other" views him or her (a puppet interview), (c) direct assessment of global self-esteem independent of the attachment relationship (the subscale of global self-esteem from Harter's Perceived Competence Scale for Children), (d) a second direct assessment of global self-esteem (an interview with the child), and (e) assessment of feelings of competence and acceptance in specific domains that may be precursors of self-esteem (Harter's Scale of Perceived Competence and Social Acceptance for Young Children). Significant, albeit modest, connections between attachment and the self were established; furthermore, specific patterns of self-perceptions were related to particular patterns of attachment. 相似文献
3.
Attachment in late adolescence: working models, affect regulation, and representations of self and others 总被引：8，自引：0，他引：8
The purpose of this study was to examine the coherence of attachment organization during late adolescence. In a sample of 53 first-year college students, 3 kinds of working models of attachment were assessed with the Adult Attachment Interview: Dismissing of Attachment, Secure, and Preoccupied with Attachment. Affect regulation was evaluated with peer Q-sort ratings of Ego-Resiliency, Ego-Undercontrol, Hostility, and Anxiety, and representations of self and others were assessed with self-report measures of distress, perceived competence, and social support. The Secure group was rated as more ego-resilient, less anxious, and less hostile by peers and reported little distress and high levels of social support. The Dismissing group was rated low on ego-resilience and higher on hostility by peers and reported more distant relationships in terms of more loneliness and low levels of social support from family. The Preoccupied group was viewed as less ego-resilient and more anxious by peers and reported high levels of personal distress, while viewing their family as more supportive than the Dismissing group. These findings are interpreted in terms of different styles of affect regulation and representational bias associated with particular working models of attachment. 相似文献
4.
Milam K. Freitag Jay Belsky Karin Grossmann Klaus E. Grossmann Hermann Scheuerer-Englisch 《Child development》1996,67(4):1437-1454
This cross-cultural study examined continuity in parent-child relationships from infancy to middle childhood in a sample of German families. Connections were traced between individual differences in a composite of markers of the parent-child attachment relationship system (including classification of the infant via the Strange Situation and parent via the Adult Attachment Interview and for mothers' ratings of sensitivity) and later parent-child communications. Fundings within the mother-child relationship revealed modest links between the composite and communications and were taken to suggest that the divergent fields of attachment and family communication research are addressing similar underlying relationship processes involving the interplay between relatedness and autonomy. Further findings revealed that the composite modestly predicted variability in children's competence in forming friendships and that differences in concurrent child-mother communications significantly added to and possibly mediated these effects. Results were interpreted as supporting a process model of development, whereby adaptation is influenced by both current and past relationship status. 相似文献
5.
Lily L. Dyson 《Learning disabilities research & practice》2003,18(1):1-9
This study examined the global self–concept, academic self–perception, social competence, and behavioral problems of 19 children with learning disabilities within the family context. Comparisons were made between the target children and their close–age siblings and family psychological correlates were identified. The participants were administered child assessment scales and rated by their parents, who also completed family psychosocial measures. The results show that although children with learning disabilities do not differ from their siblings in global self–concept and academic self–perception, their parents rated them to have less social competence and more behavior problems than their siblings. Moreover, the social competence and behavioral problems of children with learning disabilities are related to their parents’ stress. Educational and research implications are drawn. 相似文献
6.
7.
Q-Sort Assessment of Child-Teacher Attachment Relationships and Social Competence in the Preschool 总被引：1，自引：0，他引：1
Jennifer Mitchell-Copeland Susanne A. Denham Elizabeth K. DeMulder 《Early education and development》1997,8(1):27-39
The implications of the attachment relationship between children and their preschool teachers was investigated. Sixty-two preschool-age children and their teachers were studied to assess relations between the quality of attachment relationships and social competence. Results indicate that attachment security with teacher is related to prosocial behavior and teacher-rated social competence in the preschool. In addition, evidence suggests that when the child-mother attachment relationship is insecure, a secure attachment relationship with a preschool teacher may partially compensate for the insecure relationship. Children who were insecurely attached to mother but securely attached to teacher had higher teacher-rated social competence, were more prosocial, and were more positive emotionally than children who were insecurely attached to both mother and teacher. 相似文献
8.
This study examined coping competence in three groups of young children: at- risk, developmentally delayed, and typically developing. The Early Coping Inventory was adapted to rate coping behaviors objectively in 114 infants and toddlers (mean age = 22 months). Typically developing children were rated as significantly more effective than children at-risk and children with developmental delays; Children at-risk received significantly higher coping ratings than did children with developmental delays. A significant main effect due to ethnicity and a developmental group by ethnicity interaction also emerged. Post hoc analyses suggested that ethnicity differences were-limited to the at-risk and developmentally delayed groups, Also, ethnicity differences in children within the at-risk group served as an informative source for understanding the developmental group by ethnicity interaction. These findings' contribution to the literature on socio-emotional competence, early childhood assessment, and prevention/intervention policies for young children are discussed. 相似文献
9.
Sheila Glenn Cliff Cunningham 《International Journal of Disability, Development & Education》2001,48(2):163-177
There have been relatively few studies of self-esteem with young people with moderate and severe intellectual disability. One reason for this is likely to be measurement difficulties. The purpose of the present study was to assess the usefulness of three measures of self-esteem in 72 young people with Down syndrome aged from 17 to 24 years. Forty-five young people, mean VMA 5 years 10 months, were assessed on the Pictorial Scale of Perceived Competence and Social Acceptance for Young Children and the Joseph PreSchool and Primary Self-Concept Screening Test. Nineteen young people, mean VMA 8 years 9 months, completed the Self-Perception Profile for Learning Disabled Students. Validity was assessed by reading scores and by interviews with the young people and their parents. Eight young people with the most severe intellectual disability could not do any test; the remainder were able to respond to the format of the appropriate tests. On all measures they rated themselves positively. Internal consistency estimates were high, but validity was only demonstrated for the Self-Perception Profile for Learning Disabled Students, supporting its use with the young people who had VMAs of around 7 years. Evaluation of self also showed a standard developmental trend. 相似文献
10.
2 studies were undertaken to assess the positive affective correlates of secure attachment in infancy and to assess the relation between secure attachment in infancy and competence in the peer group at age 3 1/2 years. In study 1, smiling and smiling combined with vocalizing and/or showing toys distinguished securely from anxiously attached infants during free play at age 18 months. Rated quality of affective sharing distinguished securely from anxiously attached infants during free play at 18 months and 24 months. Thus, secure attachment involves more than the absence of negative or maladaptive behavior directed toward a caregiver. Study 2 assessed cross-age, cross-situational, and cross-behavioral consistency in quality of social adaptation. Quality of infant-mother attachment relationships at age 15 months was related to Q-sort assessments of personal and interpersonal competence in the preschool play-group at age 3 1/2 years. The results contribute to the validation of attachment as an important developmental construct. They also suggest that age appropriate assessment of developmental social competence constructs can be a useful alternative to the study of homotypic behavioral continuity. 相似文献
11.
For learning science, motivational beliefs such as confidence in one's science abilities and liking of science are associated with current and future science achievement, as well as continued interest in science classes and careers. However, there are currently no measures to test young children's motivational beliefs related to science learning. To meet this need, we developed the Puppet Interview Scales of Competence in and Enjoyment of Science (PISCES). We piloted PISCES with 113 kindergarten children in public schools participating in the Scientific Literacy Project (SLP). Factor analysis supported the multidimensional structure of young children's self-related beliefs about learning science. PISCES scales measured Science Liking, Science Competence, and Ease of Science Learning. Correlations among PISCES scales and achievement subtests provided evidence of PISCES's validity. Children's motivational beliefs varied as a function of length of time spent learning science, with competence beliefs associated positively with science experience. There were no gender differences. 相似文献
12.
Integrating principles of differential emotions theory and social information-processing theory, this study examined a model of emotional, cognitive, and behavioral predictors of peer acceptance in a sample of 201 early elementary school-age children (mean age = 7 years, 5 months). A path analytic model showed that social skills mediated the effect of emotion knowledge on both same- and opposite-sex social preference, but social skills and verbal ability were more strongly related to opposite-sex peer acceptance. These findings suggest that adaptive social skills constitute a mechanism through which children express their emotion knowledge and achieve peer acceptance. Results also supported findings of previous studies that showed that emotion knowledge mediated the effect of verbal ability on social skills. Findings from the present study have specific implications for emotion-centered prevention programs that aim to improve children's socioemotional competence and enhance the likelihood of peer acceptance. 相似文献
13.
We developed and tested a mediation model depicting relationships among supervisor multicultural competence, the supervisory working alliance, supervisee counseling self‐efficacy, and supervisee satisfaction with supervision. Results of structural equation modeling showed that supervisor multicultural competence was related to the supervisory working alliance and that alliance, in turn, was related to supervisee satisfaction with supervision. 相似文献
14.
Jennifer C. Ablow Amy K. Marks S. Shirley Feldman Lynne C. Huffman 《Child development》2013,84(4):1373-1391
Associations among 53 primiparous women's Adult Attachment Interview classifications (secure–autonomous vs. insecure–dismissing) and physiological and self‐reported responses to infant crying were explored. Heart rate, skin conductance levels, and respiratory sinus arrhythmia (RSA) were recorded continuously. In response to the cry, secure–autonomous women demonstrated RSA declines, consistent with approach‐oriented responses. Insecure–dismissing women displayed RSA and electrodermal increases, consistent with behavioral inhibition. Furthermore, insecure–dismissing women rated the cries as more aversive than secure–autonomous women. Nine months postpartum, secure–autonomous women, who prenatally manifested an approach‐oriented response to the unfamiliar cry stimulus, were observed as more sensitive when responding to their own distressed infant, whereas women classified prenatally as insecure–dismissing were observed as less sensitive with their own infants. 相似文献
15.
Sheila Burton 《Educational Psychology in Practice》2006,22(3):215-236
This paper describes the support of secondary pupils at risk of school exclusion through a course of group work designed to promote individual responsibility for behaviour. Following self‐reflection the young people are encouraged to write their own behavioural targets and consider their progress in working towards them throughout the six‐session course. The results of a study involving a mixed group of five Year 8 pupils are reported. All the pupils increased their self‐rating scores on a social skills assessment form completed before and after the course, and were also rated more highly by their teachers. Seven months later the five pupils had maintained behavioural improvements and had not been excluded. 相似文献
16.
This study examined relations among attachment to parents and peers, cognitive ability, psychosocial functioning variables, and academic achievement in a multiethnic sample of college students (n = 357). A small subgroup (14.8%) of students reported low levels of attachment to both parents and peers. Significant positive correlations were documented between parent and peer attachment and several indices of psychosocial competence. Results from hierarchical multiple regression analyses revealed that indices of cognitive ability were significant predictors of college students' grade point averages, while broader measures of functioning in early adulthood (attachment, intellectual ability, self‐esteem) were significant predictors of scholastic competence. Results suggest that perceived attachment to both parents and peers is a component of wider patterns of social competence and adjustment that may function as protective or compensatory factors during key transitions in young adulthood, such as participation in college, and with its attendant demands for academic achievement. © 2002 Wiley Periodicals, Inc. 相似文献
17.
Maternal Working Models of Attachment, Marital Adjustment, and the Parent-Child Relationship 总被引：2，自引：0，他引：2
This study examined the connection between maternal working models, marital adjustment, and the parent-child relationship. Subjects were 45 mothers who were observed in problem-solving interactions with their 16–62-month-old children ( M = 33 months). Mothers also completed the Attachment Q-set, the Adult Attachment Interview, and a marital adjustment scale. As predicted, maternal working models were related to the quality of mother-child interactions and child security, and there was a significant relation between marital adjustment and child security. Maternal working models and marital adjustment were also associated interactively with child behavior and child security. Among children of insecure mothers, child security scores were higher when mothers reported high (vs. low) marital adjustment. No relation between child security scores and mothers' marital adjustment was found among children of secure mothers. These results suggest that maternal working models influence parenting and child adjustment well beyond infancy, to which period the few existing studies of adult attachment have been restricted. The results also suggest that interactions between maternal working models and the marital adjustment on child behavior and attachment security need to be more closely examined. 相似文献
18.
Michael J. Karcher 《Psychology in the schools》2005,42(1):65-77
Far more has been written about the possible outcomes of cross‐age mentoring than about actual outcomes and the processes that lead to change. This study examined the effect of mentors' attendance on their mentees' outcomes after six months of developmental mentoring. Developmental mentoring is a structured, cross‐age peer mentoring program designed to promote children's development by facilitating connectedness. In this randomized study of 73 Caucasian, rural youth, multiple analyses of covariance revealed that connectedness to school and parents at posttest were significantly greater for mentees than for the comparison group. Regression analyses revealed that changes in self‐esteem, social skills, and behavioral competence were highly related to mentors' attendance, suggesting relational processes accounted for more change than did exposure to program curricula. However, the relationship between mentors' inconsistent attendance and mentees' decline in self‐esteem and behavioral competence suggests that absent mentors may do more harm than good. © 2005 Wiley Periodicals, Inc. Psychol Schs 42: 65–77, 2005. 相似文献
19.
Mary Renck Jalongo 《Early Childhood Education Journal》1999,27(2):95-103
This article is a synthesis of research on the consequences of obesity for all stakeholders in the field of early childhood: young children, family members of young children, and teachers of young children. The article examines the effects of obesity on the wellness, self-esteem, peer relationships, and social status of children/families and early childhood teachers. The argument is set forth that discrimination on the basis of body size is often thinly veiled classism and racism and the paper calls for an acceptance of size diversity in the early childhood field. Practical recommendations for working with children who are seriously overweight and with families conclude the article. 相似文献
20.
James Garbarino 《Child abuse & neglect》1978,2(2):89-99
Theorists and practitioners alike believe that emotional abuse exists. Despite this belief, we have made little progress in conceptually and operationally defining emotional abuse. We can make progress in this area by adopting a developmental approach. In this view, emotional abuse is deliberate behavior that seriously undermines the development of competence. Operationally, this means punishing an infant's operant social behavior (including attachment), punishing a child's manifestations of self-esteem and punishing the behaviors needed for normal interaction in extra-familial settings. To apply these standards to specific cases, we must have reliable and valid information about interaction patterns with the family. 相似文献