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- Measurement invariance across mother/child and father/child attachment relationshipsPublication . Fernandes, M.; Veríssimo, Manuela; Santos, António J.; Ribeiro, Olívia; Vaughn, Brian; Gastelle, Marissa; Kerns, Kathryn A.We examine the factorial structure of the Security Scale Questionnaire (SSQ), exploring measurement invariance across mother-father-child attachment relationships, child sex, and country. We used the new 21-item SSQ version that integrates both safe haven and secure base behaviors in a two factors structure. Participants were 457 children (224 girls and 233 boys), ranging from 9 to 14 years old (M = 10.84, SD = 1.02) from Portuguese and USA samples. We confirmed the SSQ's two-factor structure, although four items were unrelated to the latent structure and excluded from the final model. Results showed that SSQ can be used to study both mother/child and father/child attachment relationships. Multi-group analyses suggested measurement invariance between boys and girls and between Portuguese and USA samples. Our findings suggest that the SSQ can be considered a valid and cost-effective tool to measure perceived attachment security in middle childhood for both mother/child and father/child relationships.
- 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.
- Associations between attachment security and social competence in preschool childrenPublication . Veríssimo, Manuela; José dos Santos, António; Fernandes, Carla; Shin, Nana; Vaughn, BrianAttachment theorists suggest that attachment security with parents supports the quality of social adaptation in peer groups during early childhood, and numerous studies supporting this conjecture have been published. Most of these studies used enacted representations rather than mental representations of attachment security, and most studies examining mental representations used adult (parent or teacher) ratings of peer-group adaptation. Our study tested relations between preschool children’s (N = 147; age 48–69 months) mental representations of attachment by using the Attachment Story Completion Task and child-level indicators of social competence based on direct observations and sociometric interviews. General intelligence tests were administered to control for effects of developmental level on child narrative production. Analyses revealed positive, significant associations between attachment measures and all social competence composites. Children with more secure attachment representations were more socially engaged and more likely to exhibit social, emotional, and cognitive skills that contribute to peer acceptance. Results support the hypothesis that attachment security is a foundational support for peer social competence.
- Antecedents to and outcomes associated with teacher–child relationship perceptions in early childhood: Further evidence for child‐driven effectsPublication . Dede Yildirim, Elif; Frosch, Cynthia A.; José dos Santos, António; Veríssimo, Manuela; Bub, Kristen; Vaughn, BrianPreschool teachers' perceptions about relationships with students (teacher–child relationships [TCRs]) predict children's subsequent social competence (SC) and academic progress. Why this is so remains unclear. Do TCRs shape children's development, or do child attributes inf luence both TCRs and subsequent development? Relations between TCRs and other measures were examined for 185 preschoolers (107 girls, 89 longitudinal, and ~75% European American). Teachers rated TCRs and child social/affective behaviors. Teacher–child interactions (TCIs) and children's affect expressiveness were observed. Child SC and receptive vocabulary were assessed. TCRs were significantly correlated with each type of outcome. TCIs, SC, expressed affect, and teacher-rated behaviors also predicted TCRs longitudinally. Results suggest that TCR ratings predict subsequent adaptation because they summarize children's behavioral profiles rather than on TCR quality per se.