Early Mother-Child Attachment: Longitudinal Prediction to the Quality of Peer Relationships in Middle Childhood

Autor/inn/en	Seibert, Ashley; Kerns, Kathryn
Titel	Early Mother-Child Attachment: Longitudinal Prediction to the Quality of Peer Relationships in Middle Childhood
Quelle	In: International Journal of Behavioral Development, 39 (2015) 2, S.130-138 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0165-0254
DOI	10.1177/0165025414542710
Schlagwörter	Parent Child Relationship; Attachment Behavior; Security (Psychology); Behavior Problems; Peer Relationship; Mothers; Parent Attitudes; Correlation; Teacher Attitudes; Aggression; Gender Differences; Bullying; Peer Acceptance; Classification; Prosocial Behavior; Longitudinal Studies; Statistical Analysis; Measures (Individuals) + Suchen Sie Ihr Suchwort? Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Attachment; Bindungsverhalten; Security; Psychology; Sicherheit; Peer-Beziehungen; Mother; Mutter; Elternverhalten; Korrelation; Lehrerverhalten; Geschlechterkonflikt; Mobbing; Classification system; Klassifikation; Klassifikationssystem; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Statistische Analyse; Messdaten
Abstract	Although it is hypothesized that children with different insecure attachment patterns may experience a variety of peer difficulties, the question has been investigated almost exclusively for externalizing and internalizing behaviors with peers. The purpose of this study was to investigate how each of the insecure attachment patterns is related to other features of peer relationships using data from the NICHD SECC (N = 1,140 families). Secure children were rated by mothers and teachers as less excluded by peers than avoidant and disorganized children, although the latter was only significant for boys. No behaviors were uniquely associated with ambivalent children. Avoidant children were rated high by mothers and teachers on asocial behavior, and lowest by teachers on relational aggression. Disorganized children were rated low by mothers on prosocial behavior and high on peer victimization as reported by mothers and teachers. Teachers rated disorganized children as showing higher levels of relational aggression than securely- and ambivalently-attached children. The pattern of findings revealed mixed evidence for the specificity hypothesis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01