Attachment and social functioning: A longitudinal study from infancy to middle childhood
Attachment and social functioning: A longitudinal study from infancy to middle childhood
复制标题
DOI：
10.1111/1467-9507.00109
复制
发表时间：
2000-01-01
影响因子：
2
通讯作者：
Rydell, AM
中科院分区：
文献类型：
--
作者：
Bohlin, G;Hagekull, B;Rydell, AM
对96名15个月至8-9岁的儿童进行了纵向跟踪调查。用分离焦虑量表对婴儿期和学龄期的依恋关系进行了研究。在学龄时，通过母亲和教师的评分、在学校的观察和儿童的自我报告来研究社会功能。预测结果显示，在婴儿时期安全的婴儿在学龄时更活跃、更积极、更受欢迎，而且往往比不安全的儿童报告的社交焦虑更少。结果没有区分焦虑-回避儿童和焦虑-矛盾儿童。尽管婴儿期的依恋安全感和学龄期的依恋安全感之间没有显著的连贯性，但与社会功能之间的联系是相似的。
A longitudinal sample of 96 children was followed from 15 months of age to 8-9 years. Attachment relationships were studied in infancy with the Strange Situation and at school age with the separation anxiety Test. Social functioning was studied at school age through mother and teacher ratings, observations at school, and in children's self-reports. Predictive results showed that infants who had been secure as infants were more socially active, positive and popular at school age, and tended to report less social anxiety than children who had been insecure. Outcomes did not differentiate between children who had been anxious-avoidant an anxious-ambivalent. In spite of nonsignificant continuity between attachment security at infancy and school age, the associations to social functioning were similar.