Loading...
Publication
Qualidade da vinculação, empatia e competência social de crianças em idade pré-escolar
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 520.37 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
A teoria da vinculação oferece uma base teórica sobre como o historial de interações
responsivas e sensíveis com o(s) cuidador(es) influencia a forma como a criança consolida
representações mentais positivas de si, como confiante e merecedora de cuidado e dos outros,
como confiáveis e bem intencionados. O desenvolvimento destas expectativas sociais mais
positivas, levam à criança a responder mais empaticamente, o que contribui, simultaneamente,
para uma melhor competência social. O presente estudo teve como objetivo analisar a relação
entre a qualidade de vinculação e a sua potencial mediação ou moderação pela empatia.
Participaram na investigação 54 crianças com idades compreendidas entre os 4 e os 6 anos às
quais foram aplicados os seguintes instrumentos: Attachment Story Completion Task - ASCT
(Bretherton et al., 1990); Kids Empathic Development Scale -KEDS (Reid et al., 2013) e a
Social Competence and Behavior Evaluation Scale - SCBE (LaFreniere & Dumas, 1996). Os
resultados mostraram uma relação significativa positiva entre qualidade da vinculação e
competência social, sem mediação ou moderação por parte da empatia. Análises subsequentes
revelaram que a competência social mediou a relação negativa entre qualidade da vinculação e
agressividade. Além disso, a relação significativa negativa da qualidade da vinculação e o
isolamento, não foi mediada ou moderada pela competência social ou pela empatia. Apesar de
exploratório e com base numa amostra de conveniência reduzida, o padrão de resultados tem
implicações importantes tanto para a prática quanto para a investigação, destacando-se a
importância da vinculação na adaptação social das crianças.
ABSTRACT: Attachment theory offers a theoretical foundation on how the history of responsive and sensitive interactions with the caregiver(s) influences how the child consolidates positive mental representations of themselves as trusting and deserving of care, and of others as trustworthy and well-intentioned. The development of these more positive social expectations leads the child to respond more empathetically, which simultaneously contributes to better social competence. The present study aimed to analyze the relationship between attachment quality and social competence and to test its potential mediation or moderation by empathy. A total of 54 children aged between 4 and 6 years participated in the research and the following instruments were applied: Attachment Story Completion Task - ASCT (Bretherton et al., 1990); Kids Empathic Development Scale (KEDS) (Reid et al., 2013) and the Social Competence and Behavior Evaluation Scale (SCBE) (LaFreniere & Dumas, 1996). The results showed a significant positive relationship between the quality of attachment and social competence, without mediation or moderation by empathy. Further analyses revealed that social competence mediated the negative relationship between the quality of attachment and aggressiveness. Moreover, the significant negative relationship between the quality of attachment and isolation was not mediated or moderated by social competence or empathy. Although exploratory and based on a small convenience sample, the pattern of results has important implications for both practice and research, highlighting the importance of attachment in children's social adaptation.
ABSTRACT: Attachment theory offers a theoretical foundation on how the history of responsive and sensitive interactions with the caregiver(s) influences how the child consolidates positive mental representations of themselves as trusting and deserving of care, and of others as trustworthy and well-intentioned. The development of these more positive social expectations leads the child to respond more empathetically, which simultaneously contributes to better social competence. The present study aimed to analyze the relationship between attachment quality and social competence and to test its potential mediation or moderation by empathy. A total of 54 children aged between 4 and 6 years participated in the research and the following instruments were applied: Attachment Story Completion Task - ASCT (Bretherton et al., 1990); Kids Empathic Development Scale (KEDS) (Reid et al., 2013) and the Social Competence and Behavior Evaluation Scale (SCBE) (LaFreniere & Dumas, 1996). The results showed a significant positive relationship between the quality of attachment and social competence, without mediation or moderation by empathy. Further analyses revealed that social competence mediated the negative relationship between the quality of attachment and aggressiveness. Moreover, the significant negative relationship between the quality of attachment and isolation was not mediated or moderated by social competence or empathy. Although exploratory and based on a small convenience sample, the pattern of results has important implications for both practice and research, highlighting the importance of attachment in children's social adaptation.
Description
Dissertação de Mestrado realizada sob a
orientação do Professor Doutor António José dos
Santos, apresentada no Ispa – Instituto
Universitário, para obtenção de grau de Mestre
na especialidade de Psicologia Clínica.
Keywords
Vinculação Empatia Competência Social Pré-escolar Attachment Empathy Social Competence Preschool