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ERIC Number: EJ1008278
Record Type: Journal
Publication Date: 2013
Pages: 12
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0885-2006
Mother-Child Attachment and Cognitive Performance in Middle Childhood: An Examination of Mediating Mechanisms
West, Katara K.; Mathews, Brittany L.; Kerns, Kathryn A.
Early Childhood Research Quarterly, v28 n2 p259-270 2013
Although mother-child attachment has been shown to predict cognitive performance, there has been a lack of attention to the mediating mechanisms that explain these associations. In the present study, we investigated relations of early mother-child attachment and cognitive performance in middle childhood (the latter in terms of both academic performance and IQ), and potential mediating mechanisms. Mother-child attachment was assessed at 15, 24, and 36-months, and child grades and IQ were assessed at grades 3 and 4. Attachment patterns at 15 months and avoidant attachment at 36-months were not related to school performance or IQ in middle childhood. Children more securely attached at 24 or 36-months had better school performance and higher IQs in middle childhood, and parental quality of assistance, encouragement of academics, children's social relationships, and children's regulatory characteristics significantly mediated these relationships. Both insecure-ambivalent attachment and disorganized attachment predicted later cognitive performance, and these associations were primarily mediated by the quality of parental assistance and child cooperation. This study advances our understanding of how and why early mother-child attachment is related to children's cognitive performance during middle childhood. (Contains 5 tables.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A