Moss E, St-Laurent D
Département de psychologie, Université du Quebec à Montreal, Centreville, Quebec, Canada.
Dev Psychol. 2001 Nov;37(6):863-74.
The association between attachment and school-related cognitive functioning was longitudinally examined for a French Canadian sample of 108 school-age children. The affective quality of mother-child interaction patterns, child cognitive engagement, and quality of child attachment to mother were evaluated during a laboratory visit that included a separation-reunion procedure occurring when the children were approximately 6 years of age. Children's mastery motivation and academic performance were assessed 2 years later (at age 8). Analyses indicated that secure children had higher scores than their insecure peers on communication, cognitive engagement, and mastery motivation. Controlling children were at greatest risk for school underachievement, with the poorest performance on all measures except mastery motivation. Avoidant and ambivalent children were lowest on mastery motivation. Results of mediational analyses support the salience of mother-child interactional processes and child cognitive engagement at school age in explaining relations between attachment and cognitive functioning in school.
对108名法裔加拿大学龄儿童样本进行了纵向研究，以考察依恋与学校相关认知功能之间的关联。在一次实验室访问中，评估了母子互动模式的情感质量、儿童的认知参与度以及儿童对母亲的依恋质量，该访问包括在儿童大约6岁时进行的分离-团聚程序。两年后（8岁时）评估了儿童的掌握动机和学业成绩。分析表明，在沟通、认知参与度和掌握动机方面，安全型儿童的得分高于不安全型同伴。控制型儿童学业成绩不佳的风险最大，除掌握动机外，在所有指标上的表现最差。回避型和矛盾型儿童的掌握动机最低。中介分析结果支持了学龄期母子互动过程和儿童认知参与度在解释依恋与学校认知功能之间关系方面的重要性。
