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Publication
Qualidade da vinculação, regulação emocional, agressividade e competência social em crianças de idade pré-escolar
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Advisor(s)
Abstract(s)
A Teoria da Vinculação fundamenta-se na ideia de que o ser humano nasce com uma predisposição inata para formar relações, uma característica evolutivamente desenvolvida como mecanismo de sobrevivência, que leva à criação de laços afetivos com uma ou mais figuras de vinculação. As crianças aprendem a reconhecer e a regular as suas emoções através da interação com os cuidadores, o que influencia a sua competência social e outros comportamentos, como a agressividade. O presente estudo visa aprofundar a compreensão destas variáveis, analisar de que forma se relacionam entre si e verificar a existência de diferenças associadas ao sexo. Participaram neste estudo 30 crianças, com idades compreendidas entre os 4 e os 6 anos. Os instrumentos utilizados para a realização deste estudo foram, nomeadamente: Attachment Story Completion Task - ASCT (Bretherton et al., 1990); Emotion Regulation Checklist - ERC (Shields & Cicchetti, 1997) e Social Competence and Behavior Evaluation Scale - SCBE (LaFreniere & Dumas, 1996). Os resultados evidenciaram uma relação positiva significativa entre a qualidade da vinculação e a competência social, sem efeito moderador da regulação emocional.
Attachment Theory is based on the idea that human beings are born with an innate predisposition to form relationships, a characteristic that has evolved as a survival mechanism, leading to the creation of emotional bonds with one or more attachment figures. Children learn to recognize and regulate their emotions through interaction with caregivers, which influences their social competence and other behaviors, such as aggression. This study aims to deepen the understanding of these variables, analyze how they relate to each other, and verify the existence of differences associated with gender. Thirty children, aged between 4 and 6 years, participated in this study. The instruments used to conduct this study were: Attachment Story Completion Task - ASCT (Bretherton et al., 1990); Emotion Regulation Checklist - ERC (Shields & Cicchetti, 1997) and Social Competence and Behavior Evaluation Scale - SCBE (LaFreniere & Dumas, 1996). The results showed a significant positive relationship between attachment quality and social competence, without a moderating effect of emotional regulation.
Attachment Theory is based on the idea that human beings are born with an innate predisposition to form relationships, a characteristic that has evolved as a survival mechanism, leading to the creation of emotional bonds with one or more attachment figures. Children learn to recognize and regulate their emotions through interaction with caregivers, which influences their social competence and other behaviors, such as aggression. This study aims to deepen the understanding of these variables, analyze how they relate to each other, and verify the existence of differences associated with gender. Thirty children, aged between 4 and 6 years, participated in this study. The instruments used to conduct this study were: Attachment Story Completion Task - ASCT (Bretherton et al., 1990); Emotion Regulation Checklist - ERC (Shields & Cicchetti, 1997) and Social Competence and Behavior Evaluation Scale - SCBE (LaFreniere & Dumas, 1996). The results showed a significant positive relationship between attachment quality and social competence, without a moderating effect of emotional regulation.
Description
Dissertação de Mestrado apresentada no ISPA – Instituto Universitário, para obtenção de grau de Mestre na especialidade de Psicologia Clínica
Keywords
Agressividade Competência social Pré-escolar Regulação emocional Vinculação Aggression Social competence Preschool Emotional regulation Attachment