Attachment Representations and Discipline in Mothers of Young School Children: An Observation Study

Autor/inn/en	Verschueren, Karine; Dossche, Dorien; Marcoen, Alfons; Mahieu, Sara; Bakermans-Kranenburg, Marian
Titel	Attachment Representations and Discipline in Mothers of Young School Children: An Observation Study
Quelle	In: Social Development, 15 (2006) 4, S.659-675 (17 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2006.00363.x
Schlagwörter	Discipline; Mothers; Attachment Behavior; Parent Child Relationship; Preschool Children; Interviews; Measures (Individuals); Task Analysis; Parenting Styles; Compliance (Psychology) + Suchen Sie Ihr Suchwort? Disziplin; Mother; Mutter; Attachment; Bindungsverhalten; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Interviewing; Interviewtechnik; Messdaten; Aufgabenanalyse
Abstract	Previous research was extended by connecting maternal attachment representations not only to maternal emotional support and task structuring, but also to maternal discipline. A total number of 62 mothers of preschoolers (M[subscript age] = 54 months) completed the adult attachment interview and a self-report measure of dysfunctional discipline. Two years later, a subsample of 38 mother-child dyads was observed during two laboratory interaction tasks in which the mother and child were induced to have divergent goals. In general, the hypothesized connections between maternal attachment representations and discipline were found, at least when discipline was independently observed. Specifically, as compared to autonomous mothers, non-autonomous mothers showed more overreactivity, more psychological control and less flexibility in their discipline attempts. Also, their children were less compliant. These differences were more pronounced during a story-eliciting task than during a block task. These findings suggest that parental behaviors in the discipline domain contribute to the explanation of the intergenerational transmission of attachment patterns. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10