scholarly journals Children's thoughts and feelings about their donor and security of attachment to their solo mothers in middle childhood

2017 ◽  
pp. 1-8 ◽  
Author(s):  
S. Zadeh ◽  
C.M. Jones ◽  
T. Basi ◽  
S. Golombok
Keyword(s):  
Middle Childhood ◽  
Security Of Attachment

Attachment security and adjustment to school in middle childhood

2001 ◽  
Vol 25 (6) ◽  
pp. 530-541 ◽  
Author(s):  
David Granot ◽  
Ofra Mayseless
Keyword(s):  
Social Adjustment ◽  
Middle Childhood ◽  
School Environment ◽  
Adaptive Functioning ◽  
Attachment Security ◽  
Self Report ◽  
Security Of Attachment ◽  
Behavioural Adjustment ◽  
Story Completion ◽  
The Relationship

The concurrent association between security of attachment and adaptive functioning at school in middle childhood was examined. A sample of 113 children of 4th and 5th grade ” lled out a self-report measure of attachment security (Kerns, Klepac, & Cole, 1996) and were administered the Doll Story Completion task (Bretherton, Ridgeway, & Cassidy, 1990b) modi” ed for use with children in middle childhood to assess the quality and the security of attachment-related representations of the relationship with the mother. According to the latter measure children were classi” ed as secure, avoidant, ambivalent, or disorganised with regard to attachment. Their teachers completed several questionnaires assessing each child’s academic achievement, emotional and social adjustment, and frequency of behavioural problems. In addition, each participating class underwent a sociometric procedure. Findings based on correlations and comparisons of attachment groups indicated that secure children showed better adjustment to school as reflected in teachers’ reports of scholastic, emotional, social, and behavioural adjustment, as well as in peer-rated social status. Avoidant and disorganised children showed the poorest adjustment. Findings indicated the usefulness of attachment theory in understanding adjustment to the school environment in middle childhood.

Yes I Can!

2015 ◽  
Vol 46 (2) ◽  
pp. 76-92 ◽  
Author(s):  
Dries Vervecken ◽  
Bettina Hannover
Keyword(s):  
Middle Childhood ◽  
Gender Stereotypes ◽  
Self Efficacy ◽  
Vocational Interests ◽  
Primary School Students ◽  
School Students ◽  
Employment Goals ◽  
Linguistic Intervention ◽  
Male Occupations ◽  
Linguistic Backgrounds

Many countries face the problem of skill shortage in traditionally male occupations. Individuals’ development of vocational interests and employment goals starts as early as in middle childhood and is strongly influenced by perceptions of job accessibility (status and difficulty) and self-efficacy beliefs. In this study, we tested a linguistic intervention to strengthen children’s self-efficacy toward stereotypically male occupations. Two classroom experiments with 591 primary school students from two different linguistic backgrounds (Dutch or German) showed that the presentation of occupational titles in pair forms (e.g., Ingenieurinnen und Ingenieure, female and male engineers), rather than in generic masculine forms (Ingenieure, plural for engineers), boosted children’s self-efficacy with regard to traditionally male occupations, with the effect fully being mediated by perceptions that the jobs are not as difficult as gender stereotypes suggest. The discussion focuses on linguistic interventions as a means to increase children’s self-efficacy toward traditionally male occupations.

Memorial Consequences of Environmental Context Change in Children and Adults

2010 ◽  
Vol 57 (6) ◽  
pp. 455-461 ◽  
Author(s):  
Alp Aslan ◽  
Anuscheh Samenieh ◽  
Tobias Staudigl ◽  
Karl-Heinz T. Bäuml
Keyword(s):  
Elementary School ◽  
Young Adults ◽  
Episodic Memory ◽  
Middle Childhood ◽  
First Graders ◽  
Fourth Graders ◽  
Environmental Context ◽  
Context Change ◽  
Context Dependent

Changing environmental context during encoding can influence episodic memory. This study examined the memorial consequences of environmental context change in children. Kindergartners, first and fourth graders, and young adults studied two lists of items, either in the same room (no context change) or in two different rooms (context change), and subsequently were tested on the two lists in the room in which the second list was encoded. As expected, in adults, the context change impaired recall of the first list and improved recall of the second. Whereas fourth graders showed the same pattern of results as adults, in both kindergartners and first graders no memorial effects of the context change arose. The results indicate that the two effects of environmental context change develop contemporaneously over middle childhood and reach maturity at the end of the elementary school days. The findings are discussed in light of both retrieval-based and encoding-based accounts of context-dependent memory.

Middle Childhood: Period of Latency or Context of Development?

PsycCRITIQUES ◽  
2006 ◽  
Vol 51 (39) ◽  
Author(s):  
Patricia T. Ashton
Keyword(s):  
Middle Childhood

A longitudinal genetically informed analysis of parental negativity and children’s negative emotionality in middle childhood.

2019 ◽  
Vol 55 (11) ◽  
pp. 2403-2416
Author(s):  
Dana Vertsberger ◽  
Kimberly J. Saudino ◽  
Reut Avinun ◽  
Lior Abramson ◽  
Ariel Knafo-Noam
Keyword(s):  
Middle Childhood ◽  
Negative Emotionality
Sign in / Sign up

Export Citation Format

Share Document