Jacobsen T, Hofmann V
Institute for Juvenile Research, University of Illinois, Chicago 60612, USA.
Dev Psychol. 1997 Jul;33(4):703-10. doi: 10.1037//0012-1649.33.4.703.
A longitudinal study examined children's (N = 108) attachment representations in relation to behavior and academic competency at school during middle childhood and adolescence. Attachment representations were assessed from children's responses to a separation story at age 7 years. At ages 9, 12, and 15, teachers rated children on four dimensions of school behavior: attention-participation, extroversion, disruptive behavior, and insecurity about self. Children's grade point average (GPA) in school was also examined. Children's attachment representations (secure vs. insecure) did not predict either disruptive behavior or extroversion, but they were significantly linked to attention-participation, insecurity about self, and GPA, with secure representations being associated with more favorable outcomes. The study controlled for social class, gender, IQ, perspective-taking ability, and prior competency.
一项纵向研究考察了儿童（N = 108）在童年中期和青春期的依恋表征与学校行为及学业能力之间的关系。依恋表征通过儿童7岁时对一个分离故事的反应来评估。在9岁、12岁和15岁时，教师对儿童在学校行为的四个维度上进行评分：注意力-参与度、外向性、破坏性行为和自我不安全感。还考察了儿童在学校的平均绩点（GPA）。儿童的依恋表征（安全型与不安全型）并不能预测破坏性行为或外向性，但它们与注意力-参与度、自我不安全感和GPA显著相关，安全型表征与更有利的结果相关。该研究对社会阶层、性别、智商、观点采择能力和先前的能力进行了控制。
