Al-Yagon Michal
Special Education Program, Constantiner School of Education, Tel-Aviv University, 69978, Tel-Aviv, Israel,
Child Psychiatry Hum Dev. 2014 Feb;45(1):119-31. doi: 10.1007/s10578-013-0383-9.
The study examined the unique role of children's attachment with the father and with the mother, in explaining differences in internalizing features (i.e., loneliness, sense of coherence, hope and effort, and internalizing behavior syndrome) among 107 children with learning disabilities (LD) versus 98 children with typical development ages 8-12. Preliminary analyses yielded significant group differences on most measures. SEM analysis indicated high fit between the theoretical model and empirical findings, and different patterns of relations among the model's components for the two populations. As hypothesized, child-father and child-mother attachment contributed differently to children's internalizing features for the two subgroups. Discussion focused on understanding unique and complementary roles of attachment relations with fathers versus mothers among children with and without LD.
该研究考察了儿童与父亲和母亲的依恋关系在解释107名学习障碍（LD）儿童与98名8 - 12岁发育正常儿童内化特征（即孤独感、连贯感、希望与努力，以及内化行为综合征）差异方面的独特作用。初步分析显示，在大多数测量指标上两组存在显著差异。结构方程模型（SEM）分析表明理论模型与实证结果高度拟合，且该模型各组成部分在两组人群中的关系模式不同。正如所假设的，儿童与父亲和儿童与母亲的依恋关系对两个亚组儿童的内化特征贡献不同。讨论集中于理解有和没有学习障碍的儿童中，与父亲和母亲的依恋关系所起的独特及互补作用。
