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1.
Correlates of Attachment at School Age: Maternal Reported Stress, Mother-Child Interaction, and Behavior Problems 总被引：1，自引：0，他引：1
Ellen Moss Denise Rousseau Sophie Parent Diane St-Laurent Julie Saintonge 《Child development》1998,69(5):1390-1405
The contribution of attachment, maternal reported stress, and mother-child interaction to the prediction of teacher-reported behavior problems was examined for a French-Canadian sample of 121 school-age children. Attachment classifications were assigned on the basis of reunion behavior with mother when the children were between 5 and 7 years of age. Maternal reported stress and mother-child interaction patterns were assessed concurrent to the attachment measure, whereas behavior problems were evaluated both at ages 5 to 7 and 7 to 9 years. Security of attachment significantly predicted the likelihood of school-age behavior problems: Controlling/other children were most at risk for both externalizing and internalizing problems across both age periods. Younger ambivalent children presented clinical cut-off levels of externalizing problems, and older avoidant boys had higher internalizing scores. Patterns of maternal-reported stress and mother-child interaction differed across attachment groups and contributed to prediction of school-age behavior problems, partially mediating the relation between attachment and adaptation. Results support the importance of attachment in explaining school-age adaptation and validity of attachment coding for children of this age. 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.
Brian E. Vaughn Susan Goldberg Leslie Atkinson Sharon Marcovitch Daune MacGregor Ronald Seifer 《Child development》1994,65(1):95-108
Researchers studying social-emotional development have argued that primary attachment relationships, established by the end of the first year of life, are important organizing factors that influence the trajectory of development throughout childhood. Central to this argument is a dimension of "attachment security," along which attachments differ. For normally developing infants and toddlers, attachment security is assessed using the Ainsworth Strange Situation. However, it is not clear that this procedure is appropriate for evaluating attachment security in atypical populations. In this report, 3 samples of children with Down Syndrome (total N = 138) were assessed using the Strange Situation. The procedures were scored according to traditional protocols. Although the 3 samples differed with respect to chronological and developmental age, they showed basic similarity with respect to attachment variables. However, developmentally younger children were more difficult to classify using the standard scoring rules. Scores and classifications for the sample were compared to scores from a sample of normally developing children tested at about 12 months of age. Significant differences with respect to the distributions of cases to classification categories and with respect to the interactive scale scores suggest that the Strange Situation may be measuring different aspects of behavior for children with Down Syndrome, even when they are tested at similar developmental age levels. 相似文献
4.
Hamilton CE 《Child development》2000,71(3):690-694
This study reports relations between infant Ainsworth Strange Situation classifications, negative life events, and Adolescent Attachment Interview classifications. Overall, the stability of secure versus insecure classifications was 77%, and infant attachment classification was a significant predictor of adolescent attachment classification. Chi-square analyses indicate that negative life events are significantly related to change in attachment classification. The sample (n = 30) is drawn from the Family Lifestyles Project (FLS), an ongoing longitudinal study of children's development within the context of nonconventional family lifestyles. The distribution of family lifestyles within this study, unlike those in the full FLS sample, represent a higher proportion of conventional two-parent families (40%). There were no differences between adolescents reared in conventional or nonconventional families in the distribution of adolescent attachment security, the experience of negative life events, or the continuity of attachment from infancy through adolescence. 相似文献
5.
Children's emotionality--fear, anger, and joy--observed outside of the relationship with the mother (in standard laboratory paradigms), and within that relationship (in mother-child interactions), and mothers' responsiveness, all at 9 and 14 months, were examined as predictors of the reunion behaviors in the Strange Situation at 14 months in 112 children. Many predictors were linked to the reunion behaviors, but most of those relations were at least partially mediated by children's separation distress, which itself strongly predicted the reunion behaviors. Those relations were no longer significant when distress was controlled. Several links, however, remained significant, and they were unmediated by distress: Almost all involved measures assessed within the context of the mother-child relationship. In particular, possible markers of a suboptimal relationship (children's dampened joy and increased anger in interactions with the mother, poor maternal responsiveness) were associated with more avoidance and resistance upon reunion, even after accounting for the strong impact of distress. Studying how factors measured outside of and within early relationships influence the components of the attachment system may foster understanding of child behavior in the Strange Situation. 相似文献
6.
Patricia J. Turner 《Child development》1991,62(6):1475-1488
40 4-year-old children and their mothers participated in a study investigating concurrent links between attachment and peer interactions. Security of attachment was assessed in the laboratory from reunion episodes following a 10-min separation. Focal child observations were carried out during indoor free play in preschool. Relations between insecure attachment and peer interactions were different for boys and girls. Insecure boys showed more aggressive, disruptive, assertive, controlling, and attention-seeking behavior than secure children. Insecure girls showed more dependent behavior than secure children but less assertive and controlling behavior, and more positive expressive behavior and compliance. Secure girls and secure boys did not differ significantly. Gender differences in social behavior may be accounted for by a subgroup of children, those classified as insecure, and the same attachment classification may lead to different predictions depending on whether the child is a boy or a girl. 相似文献
7.
Mark E. Swerdlik 《Psychology in the schools》1977,14(3):260-270
The paper reviews WISC/WISC-R comparison studies which have been conducted with a wide variety of samples. Significant WISC/WISC-R IQ score differences have been reported with the WISC-R yielding consistently lower scores of approximately 5-8 IQ points for the three major scales. Several studies do report variable WISC/WISC-R differences for various ages, races, and ability levels. These results have implications for practicing school psychologists. Caution is advised in the interpretation of a WISC/WISC-R difference, as a discrepancy of one SD may not be meaningful. Many students who scored in the borderline classification range on the WISC and who are currently being readministered the WISC-R are scoring in the mentally impaired classification range. This does not necessarily reflect negatively on the validity of the WISC-R, but does document the need to keep intelligence tests up to date. There is a continuing need to exercise caution in the use of individual intelligence tests and to utilize data in addition to WISC-R scores in order to make special education placement decisions. 相似文献
8.
采用聚类分析方法,对234名农村留守初中生的调查数据进行分析.结果表明,根据社会适应的积极功能和消极功能指标,可将留守初中生划分为高危型、矛盾型、完好型和脆弱型等四种类型.四种类型被试在两种适应功能得分均存在显著差异,完好型留守儿童在同伴依恋质量和心理坚韧性的得分最高,高危型儿童组得分最低.据此建立的判别函数表明该分类是有效的,可为留守儿童个别化辅导和心理社会干预提供参考. 相似文献
9.
Debra M. Zeifman 《Parenting, science and practice》2019,19(1-2):65-68
SYNOPSISAuthor replies to commentaries on a paper reporting that different crying levels in infant simulators produce divergent testosterone (T) responses. Major points considered include that: human infant crying is similar to the crying of other mammalian young; increases in T following exposure to infant crying may mobilize paternal protection rather than paternal care; T changes in response to crying are embedded within a larger constellation of interdependent hormonal responses; more refined behavioral measures and more frequent hormone sampling would enhance researchers’ ability to detect individual differences in fathers’ caregiving behavior and make causal inferences. Implications for intervention and parent education are discussed. 相似文献
10.
11.
《Early childhood research quarterly》1988,3(4):341-359
Seventy-one preschool-age children entering infant day care at varying times and receiving varying amounts of infant day care were compared on their reunion-with-parent behavior, teacher and parent ratings of their behavior, and playground play interactions. Age of entry into day care (≤ 6 months vs. > 6 months) had no significant effect on attachment to mother as measured by reunion behaviors or on play and socialization skills as measured by observation and behavior rating scales in a full-time day-care setting. Furthermore, children with more hours and months of day care engaged in less watching, solitary play, and teacher comfort-seeking behavior, and they showed more cooperative play, positive affect, peer interaction, and positive verbal interaction. Thus continuous infant day care in quality centers appears to facilitate preschool social behavior and does not negatively affect attachment behavior. 相似文献
12.
The purpose of this research was to determine the diagnostic validity of Part Two of the AAMD Adaptive Behavior Scale-School Edition (ABS-SE) for the classification of behavior-disordered (BD) children. The sample consisted of 66 elementary school students ranging in age from 7-0 through 12-11. There were three groups of subjects: (a) children classified BD; (b) children referred for behavior problems, but not classified; and (c) children in regular classrooms, neither referred nor classified. Teachers completed Part Two of the ABS-SE for all subjects. Validity was investigated for both domain and factor scores, with discriminant analyses yielding significant classification results. Using the domain scores generated by the stepwise discriminant analysis, the overall rate of correct classification was 71.21%; using factor scores, the level of correct classification increased to 77.27%. 相似文献
13.
This article presents a method for estimating the accuracy and consistency of classifications based on test scores. The scores can be produced by any scoring method, including a weighted composite. The estimates use data from a single form. The reliability of the score is used to estimate effective test length in terms of discrete items. The true-score distribution is estimated by fitting a 4-parameter beta model. The conditional distribution of scores on an alternate form, given the true score, is estimated from a binomial distribution based on the estimated effective test length. Agreement between classifications on alternate forms is estimated by assuming conditional independence, given the true score. Evaluation of the method showed estimates to be within 1 percentage point of the actual values in most cases. Estimates of decision accuracy and decision consistency statistics were only slightly affected by changes in specified minimum and maximum possible scores. 相似文献
14.
Lawrence T. DeCarlo 《Journal of Educational Measurement》2005,42(1):53-76
An approach to essay grading based on signal detection theory (SDT) is presented. SDT offers a basis for understanding rater behavior with respect to the scoring of construct responses, in that it provides a theory of psychological processes underlying the raters' behavior. The approach also provides measures of the precision of the raters and the accuracy of classifications. An application of latent class SDT to essay grading is detailed, and similarities to and differences from item response theory (IRT) are noted. The validity and utility of classifications obtained from the SDT model and scores obtained from IRT models are compared. Validity coefficients were found to be about equal in magnitude across SDT and IRT models. Results from a simulation study of a 5-class SDT model with eight raters are also presented. 相似文献
15.
Jin Liu Xiuyan Guo Ruiqin Gao Paul Fram Yu Ling He Zhang 《Assessment & Evaluation in Higher Education》2019,44(6):835-847
Peer assessment can be conducted online with rapid development of online learning technology. The current study was conducted empirically to investigate peer rating accuracy and student learning outcomes in online peer assessments, comparing compulsory and voluntary peer assessment. Section 1 (N?=?93) was assigned to the voluntary group and Section 2 (N?=?31) was assigned to the compulsory group. The results showed the voluntary group scored significantly higher than the compulsory group in the final task of the course, while there was no significant difference on the final task score increase. Students who participated in the voluntary group provided more accurate scores (i.e. peer rater accuracy) than those who participated in the compulsory group. The peer score leniency/severity rating, comparing peer assigned scores with the teacher assigned scores, were generally consistent with the peer rater accuracy results. The current study offers insights for researchers who are interested in studying the effect of online peer assessment activities. The results are also of interest for instructors who may want to conduct peer assessments in online courses and are choosing between compulsory and voluntary formats. 相似文献
16.
Quality of infants' attachments to professional caregivers: relation to infant-parent attachment and day-care characteristics 总被引：1，自引：0，他引：1
75 infants (mean age 15 months) were observed 3 times in the Strange Situation with their professional caregivers, mothers, and fathers. Sensitivity of these attachment figures to the infant's signals during free play, as well as a number of day-care characteristics, were assessed. Attachment classification distribution of infant-caregiver dyads did not differ significantly from infant-mother or infant-father attachment classification distributions. The quality of infant-caregiver attachment was independent of both infant-mother and infant-father attachments. About 10% of the infants had 3 insecure attachments. Professional caregivers observed with more than 1 infant did not have similar types of attachment classifications to all infants with whom they were observed. Infants who were securely attached to their professional caregivers spent more hours per week in day-care, and came from a middle-class background. Their caregivers appeared to be younger and more sensitive during free play than caregivers with whom the infants developed an insecure relationship. 相似文献
17.
Attachment to school plays a vital role in the success or failure of today's middle and high school students. Many researchers identified attachment to school as contributing to student self‐esteem, motivation, effort, behaviour and academic achievement. However, definitions of school attachment have been varied and based largely upon observation of student behaviour. In an attempt to elucidate this definition, the construct of school attachment was examined from the perspective of students who were classified as low‐attached to school. Specifically, in‐depth, semi‐structured interviews of 10 students were conducted and analysed qualitatively. Results indicated that students who were low‐attached described their lives at school as lonely and isolated, and saw themselves as alienated from the school community. They perceived a low level of support and encouragement from the school personnel and from their peers. A broad understanding of school attachment as well as factors which contribute to students’ level of attachment, from the perspective of the low‐attached student, are included. 相似文献
18.
The relation between resumption of full-time employment by mothers of infants under 6 months of age, and subsequent infant-mother and infant-father attachments, was examined in this study. Attachment classifications and ratings of reunion behavior with mother and with father in Ainsworth's Strange Situation at 12 months were obtained for 57 nonemployed-mother families and 40 employed-mother families. No relation emerged between maternal work status and the quality of infants' attachments to their mothers, indicating that early resumption of employment may not impede the development of secure infant-mother attachment. A significantly higher proportion of insecure attachments to fathers in employed-mother families was found for sons but not for daughters. Joint examination of the infants' attachments to both parents revealed a trend suggesting that in employed-mother families, boys were more likely to be insecurely attached to both parents than were girls in employed-mother families or infants of either sex in nonemployed-mother families. These patterns are discussed in light of differences in maternal and paternal sex-typing behavior and of evidence suggesting boys' vulnerability to psychosocial stress. 相似文献
19.
Loyd Kegans 《Performance Improvement Quarterly》2009,22(3):83-94
This study was conducted to examine the extent of work value differences among ethnic classifications of baccalaureate nursing students. Major findings revealed significant differences between ethnic classifications and work ethic behaviors. Contrasts resulting from post‐hoc tests indicated that Asian nursing students reported significantly lower scores of work ethic behavior when compared to African American, Caucasian, and Hispanic students. These differences remain unexplained due to low effect sizes. 相似文献
20.
Attachment to Mother/Attachment to Father: A Meta-Analysis 总被引：3，自引：0，他引：3
An important tenet of attachment theory is that classification of security or insecurity as derived from the Strange Situation reflects the quality of an infant's relationship with its caregiver. One piece of evidence supporting this claim is the lack of concordance of classification between an infant and its mother and father. We performed a meta-analysis of the 11 studies that have examined the concordance of mother/father attachment to an infant. We found that security of attachment to one parent was dependent upon security to the other parent, that type of insecurity (avoidant/resistant) to one parent was dependent upon type of insecurity to the other, and that subcategory classification within the secure category (B1B2/B3B4) to one parent was dependent upon subcategory classification to the other. These data raise important questions regarding the meaning of infant attachment classification as derived from the Strange Situation. Among the possible explanations for the pattern of data are existence of concordant parenting styles and/or influence of infant temperament (possibly the tendency to cry upon separation) on classification of security/insecurity in the Strange Situation. 相似文献