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From Early Attachment to Engagement With Learning in School: The Role of Self-Regulation and Persistence

机译：从早期的依恋到在学校参与学习：自我调节和坚持的作用

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This article presents theoretical arguments and supporting empirical evidence suggesting that attachment experiences in early life may be important in the later development of self-regulation and conscientious behavior. Analyses of data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (NICHD Early Child Care Research Network, 2005; N = 1,149) were conducted to test the association between attachment, measured at 15 and 36 months, and 3 measures of self-regulation (social self-control rated by teachers, task persistence as measured by observers in a series of lab tasks, and a continuous performance test) between Grades 1 and 5. Mediational analyses were also conducted to test whether self-regulation mediates the effect of attachment on children's engagement with learning in the classroom, as measured by direct observation. The results confirmed the hypothesis that attachment would be related to later self-regulation, but only for social self-control, and attentional impulsivity, not task persistence. Furthermore, social self-control at Grade 1 mediated the effect of attachment (at both 15 and 36 months) on school engagement at Grade 5, even when Grade 1 school engagement was statistically controlled. The discussion focuses on the potential importance of early attachment experiences for the development and maintenance of conscientiousness across the lifespan.
机译：本文提供了理论论据和支持的经验证据，表明早期生活中的依恋经历可能对以后的自我调节和尽责行为的发展很重要。对美国国家儿童健康与人类发展研究所（NICHD）的幼儿保育和青少年发展研究（NICHD幼儿保育研究网络，2005年; N = 1,149）的数据进行了分析，以测试15岁时依恋程度之间的关联和36个月，以及1至5年级之间的3种自我调节措施（教师对社会自我控制的评估，观察员在一系列实验室任务中测量的任务持久性以及持续的绩效测试）。测试自我调节是否可以通过直接观察来衡量依恋对孩子在课堂上参与学习的依恋的影响。结果证实了以下假设：依恋与以后的自我调节有关，但仅与社交自我控制和注意冲动有关，与任务持久性无关。此外，即使在统计学上控制了一年级的入学率，一年级的社会自我控制也介导了依恋（在15和36个月时）对五年级入学率的影响。讨论的重点是早期依恋经历对于整个生命周期内尽责性的发展和维持的潜在重要性。

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