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Publication
Auto-conceito e qualidade da relação de vinculação em crianças do pré-escolar
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Advisor(s)
Abstract(s)
A teoria da vinculação sugere que noções sobre o self e a representação da relação de
vinculação são interiorizadas ao longo do tempo e em simultâneo, assumindo os prestadores
de cuidados um papel crucial neste processo. Algumas investigações empíricas (Cassidy,
1988; Verschueren, Buyck & Schoefs, 2001) encontraram relações concordantes e preditivas
entre a representação do self e a segurança da vinculação no início e meio da infância.
Contudo, outros estudos focaram-se nas associações entre o auto-conceito e as representações
da relação de vinculação de crianças em idade pré-escolar, como se pretende fazer neste
estudo. Acedeu-se à qualidade das representações da relação de vinculação através do
Attacment Story Completion Task (Bretherton & Ridgeway, 1990), numa amostra de 53
crianças com idades compreendidas entre os 5 e os 7 anos. As representações do auto-conceito
foram avaliadas usando uma versão Portuguesa da Pictorial Scale Perceived Competence and
Social Acceptance for Young Children (Harter & Pike, 1984; Mata, Monteiro & Peixoto,
2008). Os nossos resultados suportam a existência de relações entre a qualidade das
representações da relação de vinculação e a representação global do self, com uma associação
especialmente forte a ser encontrada na Aceitação Social.
Attachment theory suggests that notions about the self and representations of the attachment relationships become internalized over the time within a parallel mode, with the caregivers performing a crucial role on this process. Some empirical researches (Cassidy, 1988; Verschueren, Buyck & Schoefs, 2001) have examined concurrent and predictive relations between self-representation and security of the attachment in early and middle childhood. However, just few studies looked at the associations between self-concept and attachment representations of pre-scholars, as this study aims to do. The quality of the attachment representations was assessed through the Attachment Story Completion Task (Bretherton & Ridgeway, 1990) on a sample of 53 children aged between 5 to 7 years old. Self representations were assessed using a Portuguese version of The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter & Pike, 1984; Mata, Monteiro & Peixoto, 2008). Our results support the presence of connections between the quality of the attachment representations and the global representation of the self, with a strongest association being found with perceived Social Acceptance.
Attachment theory suggests that notions about the self and representations of the attachment relationships become internalized over the time within a parallel mode, with the caregivers performing a crucial role on this process. Some empirical researches (Cassidy, 1988; Verschueren, Buyck & Schoefs, 2001) have examined concurrent and predictive relations between self-representation and security of the attachment in early and middle childhood. However, just few studies looked at the associations between self-concept and attachment representations of pre-scholars, as this study aims to do. The quality of the attachment representations was assessed through the Attachment Story Completion Task (Bretherton & Ridgeway, 1990) on a sample of 53 children aged between 5 to 7 years old. Self representations were assessed using a Portuguese version of The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter & Pike, 1984; Mata, Monteiro & Peixoto, 2008). Our results support the presence of connections between the quality of the attachment representations and the global representation of the self, with a strongest association being found with perceived Social Acceptance.
Description
Dissertação de Mestrado apresentada ao Instituto Superior de Psicologia Aplicada para obtenção de grau de Mestre na especialidade de Psicologia Educacional.
Keywords
Vinculação Auto-conceito Attachment Self-concept