Maternal Attachment and Behaviour Problems: Comparison between Children in Regular and Special Education Schools

Autor/inn/en	Goagoses, Naska; Bolz, Tijs; Vesterling, Christina; Koglin, Ute
Titel	Maternal Attachment and Behaviour Problems: Comparison between Children in Regular and Special Education Schools
Quelle	In: European Journal of Special Needs Education, 38 (2023) 1, S.16-31 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goagoses, Naska)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-6257
DOI	10.1080/08856257.2021.2017145
Schlagwörter	Attachment Behavior; Behavior Problems; Special Schools; Students with Disabilities; Parent Child Relationship; Anxiety; Child Behavior; Foreign Countries; Grade 4; Elementary School Students; Grade 3; Grade 5; Grade 7; Germany; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Special school; Sonderschule; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Angst; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 03; 3. Schuljahr; Schuljahr 03; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; Deutschland
Abstract	The aim of the current investigation was to compare the association between attachment and behaviour problems in children attending regular schools and children attending special education schools with a focus on emotional and social development. We draw upon data collected from 169 children attending regular schools (M[subscript age] = 9.66), and 91 children attending special education schools (M[subscript age]= 10.52). The children completed the "Experiences in Close Relationships Scale-Revised" (ECR-RC), which assess their maternal attachment-related anxiety and avoidance. Parents completed the "Child Behaviour Checklist" (CBCL/6-18 R) which captures their child's internalising and externalising problems. Special education children showed higher levels of attachment-related anxiety and avoidance, than regular education children. Furthermore, regular and special education children showed different associations between attachment and internalising and externalising problems. Our results have implications for the transferability of previous research findings from children without to children with special needs and highlight the importance of considering maternal attachment for children attending special education schools. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01