Attachment, Temperament, and Preschool Children's Peer Acceptance

Autor/inn/en	Szewczyk-Sokolowski, Margaret; Bost, Kelly K.; Wainwright, Ada B.
Titel	Attachment, Temperament, and Preschool Children's Peer Acceptance
Quelle	In: Social Development, 14 (2005) 3, S.379-397 (19 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0961-205X
DOI	10.1111/j.1467-9507.2005.00307.x
Schlagwörter	Mothers; Preschool Children; Attachment Behavior; Personality; Peer Acceptance; Rejection (Psychology); Parent Child Relationship; Personality Traits; Security (Psychology); Peer Relationship; Observation; Correlation; Interpersonal Competence + Suchen Sie Ihr Suchwort? Mother; Mutter; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Attachment; Bindungsverhalten; Personalität; Ablehnung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Security; Psychology; Sicherheit; Peer-Beziehungen; Beobachtung; Korrelation; Interpersonale Kompetenz
Abstract	This study examined the relations between preschool children's attachment security, temperament, and peer acceptance. Ninety-eight preschool children and their mothers were recruited through childcare centers in the southeast. Mothers and their children participated in two two-hour home observations. Attachment security was assessed using the Waters Attachment Behavior Q-set (AQS) completed by observers, and mothers reported on their children's temperament. Standard picture-sociometric nominations and paired-comparisons were used to measure children's peer acceptance. Results revealed significant associations between security and temperament. In addition, both attachment and temperament made significant and unique contributions to peer acceptance whereas temperament was found to be a stronger predictor of children's peer rejection. These findings underscore the dynamic interplay of inter- and intrapersonal factors that influence preschool children's peer relations. Implications of the findings for theory building and future research are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10