From Early Attachment to Engagement with Learning in School: The Role of Self-Regulation and Persistence

Autor/inn/en	Drake, Kim; Belsky, Jay; Fearon, R. M. Pasco
Titel	From Early Attachment to Engagement with Learning in School: The Role of Self-Regulation and Persistence
Quelle	In: Developmental Psychology, 50 (2014) 5, S.1350-1361 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0032779
Schlagwörter	Role; Attachment Behavior; Self Control; Metacognition; Correlation; Infants; Toddlers; Preschool Teachers; Teacher Attitudes; Parent Attitudes; Persistence; Elementary School Students; Task Analysis; Mediation Theory; Learner Engagement; Observation; Conceptual Tempo; Personality Traits; Interpersonal Competence; Mothers; Parent Child Relationship; Security (Psychology); Child Development; Longitudinal Studies; Regression (Statistics); Social Skills Rating System + Suchen Sie Ihr Suchwort? Rollen; Attachment; Bindungsverhalten; Selbstbeherrschung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Korrelation; Infant; Toddler; Toddlers; Kleinkind; Infants; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Lehrerverhalten; Elternverhalten; Ausdauer; Aufgabenanalyse; Mediationsverfahren; Beobachtung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Interpersonale Kompetenz; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Security; Psychology; Sicherheit; Kindesentwicklung; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Regression; Regressionsanalyse
Abstract	This article presents theoretical arguments and supporting empirical evidence suggesting that attachment experiences in early life may be important in the later development of self-regulation and conscientious behavior. Analyses of data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (NICHD Early Child Care Research Network, 2005; N = 1,149) were conducted to test the association between attachment, measured at 15 and 36 months, and 3 measures of self-regulation (social self-control rated by teachers, task persistence as measured by observers in a series of lab tasks, and a continuous performance test) between Grades 1 and 5. Mediational analyses were also conducted to test whether self-regulation mediates the effect of attachment on children's engagement with learning in the classroom, as measured by direct observation. The results confirmed the hypothesis that attachment would be related to later self-regulation, but only for social self-control, and attentional impulsivity, not task persistence. Furthermore, social self-control at Grade 1 mediated the effect of attachment (at both 15 and 36 months) on school engagement at Grade 5, even when Grade 1 school engagement was statistically controlled. The discussion focuses on the potential importance of early attachment experiences for the development and maintenance of conscientiousness across the lifespan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01