The Association between Self-Reported Mother-Child Attachment and Social Initiative and Withdrawal in Chinese School-Aged Children

Autor/in	Chen, Bin-Bin
Titel	The Association between Self-Reported Mother-Child Attachment and Social Initiative and Withdrawal in Chinese School-Aged Children
Quelle	In: Journal of Genetic Psychology, 173 (2012) 3, S.279-301 (23 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-1325
DOI	10.1080/00221325.2011.609847
Schlagwörter	Attachment Behavior; Shyness; Foreign Countries; Mothers; Correlation; Parent Child Relationship; Withdrawal (Psychology); Social Behavior; Security (Psychology); Path Analysis; Gender Differences; Peer Relationship; Elementary School Students; Tables (Data); China (Shanghai) + Suchen Sie Ihr Suchwort? Attachment; Bindungsverhalten; Schüchternheit; Ausland; Mother; Mutter; Korrelation; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Rückzugsverhalten; Social behaviour; Soziales Verhalten; Security; Psychology; Sicherheit; Pfadanalyse; Geschlechterkonflikt; Peer-Beziehungen; Tabelle
Abstract	The purpose of this study was to examine relations between mother-child attachment and social initiative and withdrawal in Chinese urban children. Participants were 487 school-aged children (247 boys, 240 girls) in Shanghai, the People's Republic of China. Data on mother-child attachment styles were collected from children's self-reports. Information concerning social initiative and social withdrawal (i.e., shyness and social disinterest) was obtained from peer nomination. Path analyses revealed that secure attachment was positively associated with social initiative, whereas ambivalent-insecure attachment was positively associated with shyness. However, avoidant-insecure attachment was not significantly associated with social disinterest. In addition, a number of gender and developmental differences were also observed. (Contains 2 tables and 3 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10