Veríssimo Manuela, Torres Nuno, Silva Filipa, Fernandes Carla, Vaughn Brian E, Santos António J
William James Center for Research, ISPA-Instituto Universitário de Ciências Psicológicas, Sociais e da Vida, Lisbon, Portugal.
Auburn University, Auburn, United States.
Front Psychol. 2017 Dec 22;8:2270. doi: 10.3389/fpsyg.2017.02270. eCollection 2017.
This study was designed to explore whether children's representations of attachment contribute to the co-construction of positive teacher-child relationships. An assessment of verbal intelligence was included as a predictor on the assumption that teachers might perceive themselves as having better relationships with more verbally competent children. Participants were 52 children from two pre-schools, in the district of Lisbon. The Attachment Story Completion Task (ASCT) was used to assess children's attachment security. The PCV-P (a scale developed in portuguese language) was used to describe teacher-child relationships through and the (WPPSI-R) was used to access verbal skills. Bivariate correlations showed that the teachers' rating of child secure base behavior was significantly associated with both child attachment security and verbal IQ. In a multiple regression analysis, the overall model was significant, as was the interaction term showing a moderating effect of attachment security on the relation between verbal IQ and teachers' ratings of secure base. The results suggest that co-construction of a close attachment-relevant relationship with teachers in early childhood is, in part, a function of the security in the context of parent-child attachment, but also of child verbal development.
本研究旨在探讨儿童的依恋表征是否有助于积极的师生关系的共同构建。纳入了言语智力评估作为预测因素，假定教师可能认为自己与语言能力更强的儿童关系更好。参与者是来自里斯本地区两所幼儿园的52名儿童。使用依恋故事完成任务（ASCT）来评估儿童的依恋安全性。使用PCV-P（一种用葡萄牙语编制的量表）通过……来描述师生关系，并使用韦氏学前和小学儿童智力量表修订版（WPPSI-R）来评估语言技能。双变量相关性表明，教师对儿童安全基地行为的评分与儿童依恋安全性和言语智商均显著相关。在多元回归分析中，整体模型具有显著性，交互项也具有显著性，表明依恋安全性对言语智商与教师对安全基地评分之间的关系具有调节作用。结果表明，幼儿期与教师共同构建紧密的依恋相关关系，部分取决于亲子依恋背景下的安全性，也取决于儿童的语言发展。
