دانلود مقاله ISI انگلیسی شماره 73410
عنوان فارسی مقاله

سبک های دلبستگی مادر و فرزند و مهارت های ریاضی و خواندن در دوران کودکی : نقش واسطه ای اکتشاف و تعامل کودکان

کد مقاله سال انتشار مقاله انگلیسی ترجمه فارسی تعداد کلمات
73410 2016 12 صفحه PDF سفارش دهید 10890 کلمه
خرید مقاله
پس از پرداخت، فوراً می توانید مقاله را دانلود فرمایید.
عنوان انگلیسی
Mother–child attachment styles and math and reading skills in middle childhood: The mediating role of children’s exploration and engagement
منبع

Publisher : Elsevier - Science Direct (الزویر - ساینس دایرکت)

Journal : Early Childhood Research Quarterly, Volume 36, 3rd Quarter 2016, Pages 295–306

کلمات کلیدی
دلبستگی ؛ مهارت های شناختی؛ دوران کودکی ؛ مکانیزم
پیش نمایش مقاله
پیش نمایش مقاله سبک های دلبستگی مادر و فرزند و مهارت های ریاضی و خواندن در دوران کودکی : نقش واسطه ای اکتشاف و تعامل کودکان

چکیده انگلیسی

Research suggests that early mother–child attachment styles are predictive of cognitive skill development in middle childhood. Yet, little work has considered the differential associations of varying attachment styles on reading and math skills in middle childhood, and the mechanisms explaining those relationships across time. Using data from the first three phases of the National Institute of Child and Human Development Study of Early Child Care and Youth Development, this study examined associations between early mother–child attachment styles and math and reading skill development in middle childhood (i.e., ages 54 months to fifth grade). In addition, using a multilevel mediation approach, we considered children's task engagement and engagement/exploration in the classroom as mechanisms explaining gains in cognitive skills. Findings revealed that insecure/other attachment predicted lower average levels of reading and math skills in fifth grade, while ambivalent attachment was associated with lower average levels of math skills in fifth grade. Children's task engagement partially mediated associations between insecure/other attachment and reading skills, as well as associations between ambivalent attachment and math skills. Task engagement also partially mediated associations between insecure/other attachment and math skills in middle childhood. Implications for attachment theory and educational practice are discussed.

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