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Qualidade da vinculação e desenvolvimento social : Mapeamento dos contributos das relações pais-criança para a competência social nos grupos escolares
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Advisor(s)
Abstract(s)
A teoria da vinculação providencia um quadro teórico de extrema relevância para se
compreender a génese da competência social. Os teóricos da vinculação sugerem que a
segurança da vinculação potencia a competência social com os pares e um corpo substancial de
estudos tem vindo a apoiar esta assunção. A evidência empírica construída nas últimas três
décadas de investigação é, assim, consensual ao demonstrar associações positivas entre a
segurança da vinculação na infância e diversos comportamentos no grupo de pares que refletem
o bom funcionamento social durante o período pré-escolar. A maioria destes estudos utilizou
medidas indiretas para avaliar a competência social e medidas de padrões comportamentais para
indexar a segurança da vinculação (sendo escassos o que recorrem a medidas
representacionais). Na maioria destes estudos predomina, ainda, o foco exclusivo na mãe,
encontrando-se o papel do pai deveras negligenciado na investigação desenvolvimental, em
particular no que se refere ao seu contributo para o desenvolvimento da competência social das
crianças. Adicionalmente, embora seja recorrente a evocação do postulado da teoria da
vinculação de que a continuidade dos contributos da vinculação no decurso do desenvolvimento
é entendida à luz do papel central dos modelos internos dinâmicos, não foi possível localizar
sustentação empírica a este nível.
Esta investigação propõe-se a contribuir para o estado atual do conhecimento acerca das
implicações das relações de vinculação pais-criança para o desenvolvimento da competência
social em idade pré-escolar.
No primeiro estudo, analisaram-se os contributos das relações de vinculação para
posterior competência social numa amostra de 39 díades mãe-criança e pai-criança, com vista
a explorar eventuais contributos partilhados, bem como especificidades que pudessem advir da
natureza independente de cada uma destas relações. Os resultados que obtivemos sugerem que
ambas as relações de vinculação predizem a posterior competência social das crianças.
Verificámos ainda que dimensões específicas de ambas as relações de vinculação parecem
contribuir para domínios específicos da competência social das crianças. No entanto, a forma
como o fazem parece apresentar não só similaridades, como também particularidades.
No segundo estudo, analisaram-se os contributos das representações de vinculação das
crianças para a sua posterior competência social, numa amostra de 41 crianças. Obtivemos
resultados que indicam que a segurança das representações de vinculação prediz a posterior
competência social no grupo de pares, sendo que estes contributos foram evidentes em todos os
domínios da competência social.
No último estudo, analisou-se a existência de um papel mediador das representações de
vinculação das crianças na relação entre vinculação precoce e posterior competência social no
grupo pré-escolar, numa amostra de 37 díades mãe-criança. Os resultados encontrados
confirmaram a existência de um efeito mediador, indo ao encontro da hipótese derivada da
teoria da vinculação de que os modelos internos dinâmicos são os mecanismos subjacentes à
ligação entre vinculação precoce e posterior funcionamento social.
No seu conjunto, os trabalhos empíricos aqui apresentados procuram providenciar
suporte que ajude a mapear os contributos das relações de vinculação para a posterior
competência social das crianças no grupo pré-escolar, recorrendo a medidas demonstradas
como válidas e abrangentes de ambos os constructos.
ABSTRACT: Attachment theory provides an extremely relevant conceptual framework to understand the genesis of social competence. Attachment theorists suggest that attachment security fosters social competence with peers and a substantial body of studies have been supporting this assumption. The empirical evidence built in the lasts three decades is consensual in demonstrating positive associations between attachment security in infancy and several peer group behaviours that reflect good social functioning during the preschool period. The majority of these studies use indirect measures to assess social competence and enacted representations to index attachment security (being few those using mental representations). In most of these studies prevails an exclusive focus on the mother, with the father’s role being neglected in developmental research, particularly with respect to his contributes to children’s social competence development. Additionally, although being often evoked the assumption from attachment theory that the continuity in attachment contributions in the course of development is better understood in light of the internal working models’ central role, we did not find empirical support at this level. This research aims to contribute to the current state of knowledge about the implications of parent-child attachment relationships for the development of social competence in preschool years. In the first study, the contributes of the attachment relationships to later social competence were analyzed in a sample of 39 mother-child and father-child dyads to explore possible shared contributes, as well as specificities that may arise from the independent nature of each of these relationships. Results obtained suggest that both attachment relationships predict children’s later social competence. We also found that specific dimensions of both attachment relationships appear to contribute to specific domains of children’s social competence. However, the way they do seems to present not only similarities but also particularities. In the second study, the contributes of children’s attachment representations to their later social competence were analyzed in a sample of 41 children. We obtained results indicating that security of attachment representations predict later social competence in the peer group, with these contributions being evident in all social competence domains. In the last study, the existence of a mediating role of children’s attachment representations in the relation between early attachment and later social competence in the preschool group was tested in a sample of 37 mother-child dyads. Results confirmed the existence of a mediating effect, supporting the hypothesis that the internal working models are the mechanisms underlying the link between early attachment and later social functioning. Taken together, the empirical works presented here aim to help map the contributions of attachment relationships for children’s later social competence in the preschool group, using valid and broad-band measures of both constructs.
ABSTRACT: Attachment theory provides an extremely relevant conceptual framework to understand the genesis of social competence. Attachment theorists suggest that attachment security fosters social competence with peers and a substantial body of studies have been supporting this assumption. The empirical evidence built in the lasts three decades is consensual in demonstrating positive associations between attachment security in infancy and several peer group behaviours that reflect good social functioning during the preschool period. The majority of these studies use indirect measures to assess social competence and enacted representations to index attachment security (being few those using mental representations). In most of these studies prevails an exclusive focus on the mother, with the father’s role being neglected in developmental research, particularly with respect to his contributes to children’s social competence development. Additionally, although being often evoked the assumption from attachment theory that the continuity in attachment contributions in the course of development is better understood in light of the internal working models’ central role, we did not find empirical support at this level. This research aims to contribute to the current state of knowledge about the implications of parent-child attachment relationships for the development of social competence in preschool years. In the first study, the contributes of the attachment relationships to later social competence were analyzed in a sample of 39 mother-child and father-child dyads to explore possible shared contributes, as well as specificities that may arise from the independent nature of each of these relationships. Results obtained suggest that both attachment relationships predict children’s later social competence. We also found that specific dimensions of both attachment relationships appear to contribute to specific domains of children’s social competence. However, the way they do seems to present not only similarities but also particularities. In the second study, the contributes of children’s attachment representations to their later social competence were analyzed in a sample of 41 children. We obtained results indicating that security of attachment representations predict later social competence in the peer group, with these contributions being evident in all social competence domains. In the last study, the existence of a mediating role of children’s attachment representations in the relation between early attachment and later social competence in the preschool group was tested in a sample of 37 mother-child dyads. Results confirmed the existence of a mediating effect, supporting the hypothesis that the internal working models are the mechanisms underlying the link between early attachment and later social functioning. Taken together, the empirical works presented here aim to help map the contributions of attachment relationships for children’s later social competence in the preschool group, using valid and broad-band measures of both constructs.
Description
Tese de Doutoramento apresentada ao ISPA - Instituto Universitário
Keywords
Vinculação Relações pais-criança Competência social Grupo de pares Pré-escolar Attachment Parent-child relationships Social competence Peer group Preschool
Citation
Publisher
ISPA - Instituto Universitário das Ciências Psicológicas, Sociais e da Vida