Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development
Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development
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DOI：
10.1111/cdep.12213
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发表时间：
2017-03-01
影响因子：
6.4
通讯作者：
Roisman, Glenn I.
中科院分区：
文献类型：
--
作者：
Groh, Ashley M.;Fearon, R. M. Pasco;Roisman, Glenn I.
经过数十年对早期依恋关系的研究，关于证据是否支持依恋理论的主张仍然存在疑问，特别是早期依恋的变化可以预测儿童的发展适应或适应不良，而儿童的气质特征并不决定依恋。为了评估这些说法，我们对早期依恋和儿童与同龄人的社交能力、外化问题、内化症状和气质进行了荟萃分析。在这篇文章中，我们总结了我们的发现，这些发现支持依恋理论——尽管我们注意到了一些警告。我们还呼吁建立新的衡量模型，重点关注调解和调节机制以及多站点复制。
After decades of research on early attachment relationships, questions remain concerning whether the evidence supports claims made by attachment theory, in particular, that variation in early attachment predicts children's developmental adaptation or maladaptation, and that characteristics of children's temperament does not determine attachment. To evaluate these claims, we conducted meta-analyses on early attachment and children's social competence with peers, externalizing problems, internalizing symptoms, and temperament. In this article, we summarize our findings, which support attachment theory-though we note caveats. We also call for new measurement models, a focus on mediating and moderating mechanisms, and multisite replications.