Publication
Children's representations of attachment and positive teacher–child relationships
| dc.contributor.author | Veríssimo, Manuela | |
| dc.contributor.author | Torres, Nuno | |
| dc.contributor.author | Silva, Filipa | |
| dc.contributor.author | Fernandes, Carla | |
| dc.contributor.author | Vaughn, Brian E. | |
| dc.contributor.author | Santos, António José | |
| dc.date.accessioned | 2018-02-07T15:45:12Z | |
| dc.date.available | 2018-02-07T15:45:12Z | |
| dc.date.issued | 2017 | |
| dc.description.abstract | This study was designed to explore whether children's representations of attachment contribute to the co-construction of positive teacher-child relationships. An assessment of verbal intelligence was included as a predictor on the assumption that teachers might perceive themselves as having better relationships with more verbally competent children. Participants were 52 children from two pre-schools, in the district of Lisbon. The Attachment Story Completion Task (ASCT) was used to assess children's attachment security. The PCV-P (a scale developed in portuguese language) was used to describe teacher-child relationships through teachers' ratings of child secure base behavior and emotion regulation and the Wechsler Preschool and Primary Scale of Intelligence (WPPSI-R) was used to access verbal skills. Bivariate correlations showed that the teachers' rating of child secure base behavior was significantly associated with both child attachment security and verbal IQ. In a multiple regression analysis, the overall model R2 was significant, as was the interaction term showing a moderating effect of attachment security on the relation between verbal IQ and teachers' ratings of secure base. The results suggest that co-construction of a close attachment-relevant relationship with teachers in early childhood is, in part, a function of the security in the context of parent-child attachment, but also of child verbal development. | pt_PT |
| dc.description.sponsorship | Fundação para a Ciência e a Tecnologia (FCT) | pt_PT |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.citation | Frontiers in Psychology, 8, 1-7. Doi: 10.3389/fpsyg.2017.02270 | pt_PT |
| dc.identifier.doi | 10.3389/fpsyg.2017.02270 | pt_PT |
| dc.identifier.other | 1664-1078 | |
| dc.identifier.uri | http://hdl.handle.net/10400.12/6159 | |
| dc.language.iso | eng | pt_PT |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Frontiers Media | pt_PT |
| dc.relation | FCT-PTDC/MHCPED/0838/2014 | pt_PT |
| dc.relation.publisherversion | https://www.frontiersin.org/articles/10.3389/fpsyg.2017.02270/full | pt_PT |
| dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/ | pt_PT |
| dc.subject | Attachment theory | pt_PT |
| dc.subject | Teacher–child relationship | pt_PT |
| dc.subject | Internal working models | pt_PT |
| dc.subject | Preschoolers | pt_PT |
| dc.subject | Verbal abilities | pt_PT |
| dc.title | Children's representations of attachment and positive teacher–child relationships | pt_PT |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.awardURI | info:eu-repo/grantAgreement/FCT/5876/UID%2FPSI%2F04810%2F2013/PT | |
| oaire.citation.conferencePlace | Switzerland | pt_PT |
| oaire.citation.endPage | 7 | pt_PT |
| oaire.citation.startPage | 1 | pt_PT |
| oaire.citation.title | Frontiers in Psychology | pt_PT |
| oaire.citation.volume | 8 | pt_PT |
| oaire.fundingStream | 5876 | |
| project.funder.identifier | http://doi.org/10.13039/501100001871 | |
| project.funder.name | Fundação para a Ciência e a Tecnologia | |
| rcaap.rights | openAccess | pt_PT |
| rcaap.type | article | pt_PT |
| relation.isProjectOfPublication | bde29b74-579e-493a-920c-09723e43ef3d | |
| relation.isProjectOfPublication.latestForDiscovery | bde29b74-579e-493a-920c-09723e43ef3d |