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Preschoolers' secure base script representations predict teachers' ratings of social competence in two independent samples.

Authors
  • Posada, German1
  • Vaughn, Brian E2
  • Veríssimo, Manuela3
  • Lu, Ting2
  • Nichols, Olivia I2
  • El-Sheikh, Mona2
  • Trumbell, Jill M4
  • Anaya, Laura4
  • Kaloustian, Garene4
  • 1 a Department of Human Development & Family Studies , Purdue University , West Lafayette , IN , USA.
  • 2 b Department of Human Development and Family Studies , Auburn University , Auburn , AL , USA.
  • 3 c William James Center for Research , ISPA - University Institute , Lisbon , Portugal. , (Portugal)
  • 4 d Department of Human Development and Family Studies , Purdue University , West Lafayette , IN , USA.
Type
Published Article
Journal
Attachment & human development
Publication Date
Jun 01, 2019
Volume
21
Issue
3
Pages
238–252
Identifiers
DOI: 10.1080/14616734.2019.1575547
PMID: 30744506
Source
Medline
Keywords
Language
English
License
Unknown

Abstract

Associations between attachment security, assessed as a secure base script (SBS), and teachers' social competence ratings were examined in two samples (one from the Midwest region and the other from the Southern region of the United States). Consistent with previous reports, significant associations between domains were obtained in both samples and after combining the two samples, r = .33, p < .001. The associations remained significant when child sex, age, and verbal intelligence were controlled. Findings are discussed with reference to relations between SBS scores and the covariates. Regarding sex differences, an existing literature suggests that girls, compared with boys, may be advantaged with respect to skills that could support higher scores on the task used to assess secure base scripts. In both samples, teachers rated girls as somewhat higher on scales of social competence and controlling for sex reduced the magnitude of associations between SBS and social competence, but the results remained significant in all tests.

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