ABSTRACT

According to the perspective of multiple attachments, children establish significant relationships with individuals outside their family, such as teachers and peers. The aim of this research was to observe which dimensions of attachment behaviors that preschoolers show toward their teachers are associated with greater social preference and social impact regarding peers. Research Findings: This study involved 261 children in preschool (49.0% female; age: M = 49.6 months; SD = 9.7) and their teachers. Independent observers assessed the children using the Italian version of the Attachment Q-Sort (AQS). Furthermore, peer social preference and social impact were measured using the peer nomination technique. The results indicate an association between children’s organization of attachment behaviors with teachers and social preference. In general, our data support the idea that children’s attachment behavior toward their teacher is associated with both social preference and social influence. Specifically, the types of attachment behavior that are more strongly associated with social preference and social affect are those related to avoidance, positive negotiation, and difficult negotiation with the teacher. Practice and Policy: This paper also discusses the results from a theoretical point of view along with the research limitations, directions for future investigations, and possible interventions.

摘要

从多重依恋的角度来看，儿童与家庭以外的个体建立了重要的关系，例如老师和同伴。这项研究的目的是观察学龄前儿童对老师表现出的依恋行为的哪些维度与对同龄人的更大社会偏好和社会影响有关。研究成果：这项研究涉及 261 名学龄前儿童（49.0% 为女性；年龄：M = 49.6 个月；SD = 9.7）及其教师。独立观察员使用意大利语版本的附件 Q 排序 (AQS) 对儿童进行评估。此外，使用同伴提名技术衡量同伴社会偏好和社会影响。结果表明，儿童对教师的依恋行为组织与社会偏好之间存在关联。总的来说，我们的数据支持这样一种观点，即儿童对老师的依恋行为与社会偏好和社会影响有关。具体来说，与社会偏好和社会影响更密切相关的依恋行为类型是那些与回避、积极谈判和与老师艰难谈判有关的行为。实践与政策：本文还从理论角度讨论了结果以及研究局限性、未来调查方向和可能的干预措施。