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- Convergent and Discriminant Validities of SCBE-30 Questionnaire Using Correlated Trait–Correlated Method Minus OnePublication . Fernandes, Marília; Santos, Antonio José; Antunes, Marta; Fernandes, Carla; Monteiro, Lígia Maria Santos; Vaughn, Brian; Veríssimo, ManuelaCorrelated trait-correlated method minus one was used to evaluate convergent and discriminant validity of Social Competence Behavior Evaluation questionnaire (Social Competence, Anger-Aggression, Anxiety-Withdrawal) between multiple raters. A total of 369 children (173 boys and 196 girls; M age = 55.85, SD age = 11.54) were rated by their mothers, fathers, and teachers. Results showed more convergence between parents than parent-teacher ratings. Mother-teacher share a common view of child behavior that is not shared with father. Parents had more difficulty distinguishing internalizing and externalizing behaviors (especially fathers). Measurement invariance across child sex was explored, results imply that differences between boys and girls were not due to measure. Girls (compare to boys) were described as more social competent by their fathers and teachers, while boys as more aggressive by mothers and teachers.
- Changes in preschool children’s social engagement positively predict changes in social competence: A three‐year longitudinal study of portuguese childrenPublication . Santos, António J.; Daniel, J. R.; Antunes, Marta; Coppola, Gabrielle; Trudel, Marcel; Vaughn, BrianTo test the hypothesis that social engagement is a foundational aspect of other peer social competence indicators during early childhood, 160 Portuguese preschool children (“3‐year‐olds”) were observed at least in two different school years, using a battery of validated social competence assessments based on direct observations and child interviews. Multilevel growth models tested whether social engagement predicted initial values and linear changes in the other social competence indicators. Results were consistent with the hypothesis, insofar as both initial values and changes in social engagement significantly predicted initial values and changes in other social competence indicators. Additionally, the number of children's reciprocated friendships was also predicted by social engagement. These results are discussed from the perspectives of conceptual frameworks that consider individual differences in social competence during early childhood as a consequence of attachment histories and/or emotional competence.
- Associations between secure base script knowledge in early childhood and perceived quality of attachment in middle childhoodPublication . Fernandes, C.; Fernandes, M.; Antunes, Marta; Santos, António J.; Vaughn, Brian; Verissimo, ManuelaAbstract: Previous studies suggest that mental representations of attachment can show moderate stability across childhood but none of these considered the child’s use of the Secure Base Script (SBS). This study tested the longitudinal stability of attachment representations from early to middle childhood, providing data that will allow us to determine whether the SBS score behaves like other attachment measures for early childhood in this regard. A sample of 70 Portuguese preschool children (36 girls) was assessed regarding their access to and use of the SBS when producing narratives relevant to attachment themes (e.g., separation, fear of ambiguous threat) at age 5 years using the Attachment Story Completion Task. Follow-up assessments were obtained at 8 and 9 years of age using the Kerns Security Scale. Security scores for both parents were obtained from the child in both years. All crosstime correlations were positive and significant. Subsequent tests on correlation magnitudes for mothers vs. fathers were not significant. Finally, correlations for mother/father security scores were significant at both age levels. Our findings indicate that children’s access to and use of the SBS in early childhood does predict their perceived quality of attachment with parents in middle childhood. Overall, our results indicate that access to and use of SBS in young children’s attachment-relevant narratives is a valid and potentially productive measure.
- Early father–child and mother–child attachment relationships: contributions to preschoolers’ social competencePublication . Fernandes, Carla; Monteiro, Lígia Maria Santos; Santos, António J.; Fernandes, Marilia; Antunes, Marta; Vaughn, Brian; Verissimo, ManuelaThe main goal of this study was to explore the contributions of early father-child and mother-child attachment relationships to children's later social competence with their preschool peers; possible unique and shared contributions were tested. Using a multi-method design and focusing on direct observation, attachment was assessed at home at age 3 with the Attachment Behavior Q-sort (AQS) and two years later social competence was assessed at classrooms of 5-year-olds using a set of seven measurement indicators that are part of the Hierarchical Model of Social Competence. Results show that attachment to each parent made unique and significant contributions to children's social competence and suggested the possibility that each caregiver may have somewhat different patterns of influence on the different indicators of children's social competence. Findings also suggest the possibility that a secure attachment with one parent may buffer the impact of having an insecure relationship with the other. Due to sample size, these results should be seen as a starting point to generate new and larger studies.