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O papel das representações da vinculação no desenvolvimento do comportamento pró-social em crianças em idade pré-escolar
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Advisor(s)
Abstract(s)
A teoria da vinculação relata a importância da relação entre a criança e o seu cuidador
e explica como é que as interações com os mesmos impactam a maneira como as crianças criam
e organizam as representações mentais. Estas representações internas são formadas nas
experiências diárias entre o cuidador-criança. Representações mentais positivas, permitem à
criança ter uma perspetiva de si mesma como capaz de lidar com as necessidades dos outros,
uma perspetiva dos outros como confiáveis e merecedores de ajuda, conforto e partilha.
Elementos estes, pertencentes ao comportamento pró-social que é uma ação ativa, voluntária
destinada a beneficiar os outros.
O objetivo principal desta dissertação é analisar o papel das representações da
vinculação no desenvolvimento do comportamento pró-social em crianças do pré-escolar, com
foco nas diferentes dimensões, como a ajuda, a partilha e o conforto. Participaram 82 crianças,
com 5 a 6 anos (M=70,78; DP=4,27), dos quais 57,3% eram rapazes. Para avaliar a vinculação
foi utilizado o Attachment Story Completion Task – ASCT e a variável comportamento prósocial foi avaliada através de Tarefas pró-sociais. Foi também avaliada a competência verbal
como co-variável, da Wechsler Preschool and Primary Scale of Intelligence - WPPSI.
Os resultados mostraram uma relação significativa entre as dimensões do pró-social.
Entre a ajuda, a partilha e o conforto existiram correlações significativas positivas. Houve
também uma correlação positiva com significância entre dimensões do comportamento prósocial (partilha e conforto) e o QI Verbal. Relativamente ao comportamento pró-social e às
representações da vinculação, não exisitram correlações estatisticamente significativas. Em
geral, os resultados indicam que, nesta amostra, as representações da vinculação não se
mostram um fator determinante no comportamento pró-social.
ABSTRACT: Attachment theory reports on the importance of the relationship between the child and their caregiver and explains how interactions with them impact the way children create and organize mental representations. These internal representations are formed in the daily experiences between caregiver and child. Positive mental representations allow the child to have a perspective of themselves as capable of dealing with the needs of others, a perspective of others as trustworthy and deserving of help, comfort and sharing. These elements belong to pro-social behavior, which is an active, voluntary action aimed at benefiting others. The main objective of this dissertation is to analyze the role of attachment representations in the development of pro-social behavior in pre-school children, focusing on different dimensions such as helping, sharing and comforting. The participants were 82 children aged 5 to 6 (M=70.78; SD=4.27), 57.3% of whom were boys. The Attachment Story Completion Task (ASCT) was used to assess attachment and the pro-social behavior variable was assessed using pro-social tasks. Verbal competence was also assessed as a co-variable of the Wechsler Preschool and Primary Scale of Intelligence - WPPSI. The results showed a significant relationship between the dimensions of prosociality. There were significant positive correlations between helping, sharing and comfort. There was also a significant positive correlation between the dimensions of prosocial behavior (sharing and comfort) and Verbal IQ. There were no statistically significant correlations between prosocial behavior and representations of attachment. In general, the results indicate that, in this sample, representations of attachment are not a determining factor in pro-social behavior.
Attachment theory reports on the importance of the relationship between the child and their caregiver and explains how interactions with them impact the way children create and organize mental representations. These internal representations are formed in the daily experiences between caregiver and child. Positive mental representations allow the child to have a perspective of themselves as capable of dealing with the needs of others, a perspective of others as trustworthy and deserving of help, comfort and sharing. These elements belong to pro-social behavior, which is an active, voluntary action aimed at benefiting others. The main objective of this dissertation is to analyze the role of attachment representations in the development of pro-social behavior in pre-school children, focusing on different dimensions such as helping, sharing and comforting. The participants were 82 children aged 5 to 6 (M=70.78; SD=4.27), 57.3% of whom were boys. The Attachment Story Completion Task (ASCT) was used to assess attachment and the pro-social behavior variable was assessed using pro-social tasks. Verbal competence was also assessed as a co-variable of the Wechsler Preschool and Primary Scale of Intelligence - WPPSI. The results showed a significant relationship between the dimensions of prosociality. There were significant positive correlations between helping, sharing and comfort. There was also a significant positive correlation between the dimensions of prosocial behavior (sharing and comfort) and Verbal IQ. There were no statistically significant correlations between prosocial behavior and representations of attachment. In general, the results indicate that, in this sample, representations of attachment are not a determining factor in pro-social behavior
ABSTRACT: Attachment theory reports on the importance of the relationship between the child and their caregiver and explains how interactions with them impact the way children create and organize mental representations. These internal representations are formed in the daily experiences between caregiver and child. Positive mental representations allow the child to have a perspective of themselves as capable of dealing with the needs of others, a perspective of others as trustworthy and deserving of help, comfort and sharing. These elements belong to pro-social behavior, which is an active, voluntary action aimed at benefiting others. The main objective of this dissertation is to analyze the role of attachment representations in the development of pro-social behavior in pre-school children, focusing on different dimensions such as helping, sharing and comforting. The participants were 82 children aged 5 to 6 (M=70.78; SD=4.27), 57.3% of whom were boys. The Attachment Story Completion Task (ASCT) was used to assess attachment and the pro-social behavior variable was assessed using pro-social tasks. Verbal competence was also assessed as a co-variable of the Wechsler Preschool and Primary Scale of Intelligence - WPPSI. The results showed a significant relationship between the dimensions of prosociality. There were significant positive correlations between helping, sharing and comfort. There was also a significant positive correlation between the dimensions of prosocial behavior (sharing and comfort) and Verbal IQ. There were no statistically significant correlations between prosocial behavior and representations of attachment. In general, the results indicate that, in this sample, representations of attachment are not a determining factor in pro-social behavior.
Attachment theory reports on the importance of the relationship between the child and their caregiver and explains how interactions with them impact the way children create and organize mental representations. These internal representations are formed in the daily experiences between caregiver and child. Positive mental representations allow the child to have a perspective of themselves as capable of dealing with the needs of others, a perspective of others as trustworthy and deserving of help, comfort and sharing. These elements belong to pro-social behavior, which is an active, voluntary action aimed at benefiting others. The main objective of this dissertation is to analyze the role of attachment representations in the development of pro-social behavior in pre-school children, focusing on different dimensions such as helping, sharing and comforting. The participants were 82 children aged 5 to 6 (M=70.78; SD=4.27), 57.3% of whom were boys. The Attachment Story Completion Task (ASCT) was used to assess attachment and the pro-social behavior variable was assessed using pro-social tasks. Verbal competence was also assessed as a co-variable of the Wechsler Preschool and Primary Scale of Intelligence - WPPSI. The results showed a significant relationship between the dimensions of prosociality. There were significant positive correlations between helping, sharing and comfort. There was also a significant positive correlation between the dimensions of prosocial behavior (sharing and comfort) and Verbal IQ. There were no statistically significant correlations between prosocial behavior and representations of attachment. In general, the results indicate that, in this sample, representations of attachment are not a determining factor in pro-social behavior
Description
Dissertação de Mestrado apresentada no
ISPA – Instituto Universitário para obtenção de grau
de Mestre em Psicologia na especialidade de
Psicologia e Psicopatologia do Desenvolvimento.
Keywords
Vinculação Comportamento pró-social Idade pré-escolar Attachment Prosocial behavior Preschool age