The Multifaceted Role of Attachment during Preschool: Moderator of Its Indirect Effect on Empathy through Emotion Regulation

Autor/inn/en	Stefan, Catrinel A.; Avram, Julia
Titel	The Multifaceted Role of Attachment during Preschool: Moderator of Its Indirect Effect on Empathy through Emotion Regulation
Quelle	In: Early Child Development and Care, 188 (2018) 1, S.62-76 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2016.1246447
Schlagwörter	Empathy; Attachment Behavior; Self Control; Preschool Children; Prevention; Intervention; Security (Psychology); Role; Interviews; Correlation; Measures (Individuals); Foreign Countries; Perspective Taking; Statistical Analysis; Vignettes; Romania + Suchen Sie Ihr Suchwort? Empathie; Attachment; Bindungsverhalten; Selbstbeherrschung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Prävention; Vorbeugung; Security; Psychology; Sicherheit; Rollen; Interviewing; Interviewtechnik; Korrelation; Messdaten; Ausland; Zukunftsperspektive; Statistische Analyse; Rumänien
Abstract	The aims of the current study were (1) to replicate findings regarding the mediator role of emotion regulation (ER) between attachment and empathy; (2) to extend current knowledge by testing the moderator effect of ER on the relationship between attachment and empathy; and (3) to test an integrative moderated mediation model in which attachment was hypothesized to moderate its indirect effect on empathy. The sample included 212 preschoolers aged three- to five-years old. Attachment, ER, and empathic perspective-taking were assessed by employing child interviews. The results confirmed that more secure attachment patterns foster higher ER awareness, which in turn is associated with higher levels of empathy; the strongest relationship between attachment and empathy occurs at below-average ER awareness; and the strength of the indirect effect of attachment on empathy through ER decreases as attachment security increases. These findings have implications for designing and implementing preventive interventions for preschoolers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01