Mother-Child Attachment and Cognitive Performance in Middle Childhood: An Examination of Mediating Mechanisms

Autor/inn/en	West, Katara K.; Mathews, Brittany L.; Kerns, Kathryn A.
Titel	Mother-Child Attachment and Cognitive Performance in Middle Childhood: An Examination of Mediating Mechanisms
Quelle	In: Early Childhood Research Quarterly, 28 (2013) 2, S.259-270 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0885-2006
DOI	10.1016/j.ecresq.2012.07.005
Schlagwörter	Attachment Behavior; Parent Child Relationship; Mothers; Intelligence Quotient; Cognitive Ability; Correlation; Academic Achievement; Toddlers; Children; Security (Psychology); Prediction + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Intelligenzquotient; Denkfähigkeit; Korrelation; Schulleistung; Infant; Infants; Toddler; Kleinkind; Child; Kind; Kinder; Security; Psychology; Sicherheit; Vorhersage
Abstract	Although mother-child attachment has been shown to predict cognitive performance, there has been a lack of attention to the mediating mechanisms that explain these associations. In the present study, we investigated relations of early mother-child attachment and cognitive performance in middle childhood (the latter in terms of both academic performance and IQ), and potential mediating mechanisms. Mother-child attachment was assessed at 15, 24, and 36-months, and child grades and IQ were assessed at grades 3 and 4. Attachment patterns at 15 months and avoidant attachment at 36-months were not related to school performance or IQ in middle childhood. Children more securely attached at 24 or 36-months had better school performance and higher IQs in middle childhood, and parental quality of assistance, encouragement of academics, children's social relationships, and children's regulatory characteristics significantly mediated these relationships. Both insecure-ambivalent attachment and disorganized attachment predicted later cognitive performance, and these associations were primarily mediated by the quality of parental assistance and child cooperation. This study advances our understanding of how and why early mother-child attachment is related to children's cognitive performance during middle childhood. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10