ABSTRACT

This study investigated the joint contribution of child-mother attachment quality and child temperamental inhibition to the development of child-teacher dependency. A sample of 237 kindergartners (M_age = 60.2 months) and their teachers from 36 classrooms participated. Preschool child-mother attachment quality was assessed using the Attachment Q-set. Behavioral inhibition was rated by the preschool teacher. Dependency was assessed at three waves during kindergarten, using observer and teacher reports. In line with assumptions from attachment theory, less securely attached children were observed to be more overly reliant on their teacher in class. For behavioral inhibition, a divergent picture emerged depending on the assessment of dependency: Classroom observations yielded less (overt) indications of dependency among more inhibited children, whereas teachers reported more (covert) expressions of dependency. These results suggest that different measures may capture different aspects of the multifaceted construct of dependency, thus calling for more conceptual and empirical work.

摘要

本研究调查了儿童-母亲依恋质量和儿童气质抑制对儿童-教师依赖性发展的共同作用。237名幼儿园_儿童样本（M_年龄 = 60.2 个月）和他们来自 36 个教室的老师参加了。学龄前儿童 - 母亲的依恋质量使用依恋 Q 集进行评估。行为抑制由学龄前教师评定。在幼儿园期间，使用观察者和教师报告在三个波次中评估了依赖性。根据依恋理论的假设，安全依恋程度较低的孩子在课堂上更过度依赖老师。对于行为抑制，根据对依赖性的评估出现了不同的情况：课堂观察在更受抑制的儿童中产生较少（公开）的依赖性迹象，而教师报告了更多（隐蔽）的依赖性表达。这些结果表明，不同的措施可能会捕捉到依赖的多方面结构的不同方面，