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8/18/2019 Jill Carlivati
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Adolescent Attachment
Running Head: ADOLESCENT ATTACHMENT
Adolescent Attachment, Peer Relationshis, and School Success:
Predictor, Mediator, and Moderator Relations
!ill Carli"ati
Distinguished Ma#ors Thesis
$ni"ersit% o& 'irginia
Aril, ())*
Ad"isor: Dr+ !oseh P+ AllenSecond Reader: Dr+ Nanc% S+ ein&ield
*
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Ac-no.ledgements
Man% indi"iduals heled ma-e the .riting o& m% thesis a re.arding learning
e/erience+ Through their unsel&ish suort, 0 met each ro#ect challenge con&identl% as 0
gained ne. insights into 1oth adolescent de"eloment and research methodolog%+
0 than- Dr+ !oseh P+ Allen not onl% &or his ongoing guidance .ith the ro#ect, 1ut
also &or his leadershi .ith the 'irginia Stud% o& Teens and 2amilies, .hich ro"ided the
&rame.or- &or m% stud%+ M% &re3uent discussions .ith Dr+ Allen on underl%ing theor%
and ro#ect design ro"ed in"alua1le+ His direction and suort ro"ided clarit%,
disciline, and meaning to m% .or-+
Similarl%, 0 e/ress dee areciation to Dr+ Nanc% S+ ein&ield, not onl% &or
ser"ing as m% second reader, 1ut also &or her instruction on the nature o& attachment+ Her
e/ertise in this area, as .ell as her .illingness to share this -no.ledge, enhanced m%
understanding o& adolescent attachment and o&&ered me ne. insights+
Additionall%, 0 e/tend a sincere than-4%ou to Heather Tencer &or ser"ing as m%
graduate ad"isor+ Her assistance .ith data anal%sis and the o1ser"ations she made on
earl% "ersions o& the aer .ere articularl% "alua1le+
Other mem1ers o& Dr+ Allen5s la1, articularl% Penn% Marsh, 2elicia Hall, and
Mar%&rances Porter .ere also "er% hel&ul to me as 0 ursued m% .or-+ 0 sincerel%
areciate their suort .ith SAS rogramming and school data anal%sis+
2inall%, to m% &amil%, than- %ou &or &irst teaching me the imortance o& arent4
child relationshis+
(
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A1stract
6ecause o& the in&luences o& school success on di"erse areas o& de"eloment and the
emiricall% suggested connections among adolescent attachment, eer relations, and
academic &actors, the relationshis among these constructs .ere in"estigated+ A samle
o& *78 ninth and tenth graders at ris- &or academic di&&iculties articiated in the stud%+
0ndeendent redicti"e lin-s 1et.een attachment and school &actors, attachment and eer
&actors, and eer and school &actors .ere anal%9ed+ The ossi1ilit% o& eer &actors
ser"ing as a mediator o& the relation 1et.een attachment and school &actors .as
considered+ 2inall%, interactions 1et.een attachment and eer &actors in redicting
school satis&action and er&ormance .ere e/amined+ 0ndeendent lin-s among the three
constructs, as .ell as some mediated and moderated e&&ects o& eer relationshis, .ere
suorted+ Results suggest that a model considering 1oth attachment and eer
relationshi &actors ma% 1est e/lain teenagers5 satis&action .ith school and er&ormance
in the academic en"ironment+
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Adolescent Attachment, Peer Relationshis, and School Success:
Predictor, Mediator, and Moderator Relations
Current research suggests that school er&ormance correlates .ith 3ualit% o& one5s
interersonal relationshis and additional de"elomental outcomes+ Academic &ailure, as
assessed 1% the &re3uenc% o& ro1lems .ith eers and di&&icult% .ith school .or-, has a
great imact on relationshis in the home, as students .ho ha"e had a 1ad da% at school
are more li-el% to disla% a"ersi"e 1eha"ior to.ards their arents that e"ening ;Reetti,
*
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Adolescent Attachment
Poor school er&ormance also has conse3uences on h%sical health+ Academic
achie"ement has 1een sho.n to in&luence the association 1et.een the arent4child
relationshi and a teenager5s in"ol"ement in a regnanc% ;Scaramell, Conger, Simons, >
hit1ec-, *
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Adolescent Attachment
articular, the adult4child, or more seci&icall% the arent4child, relationshi must 1e
targeted to success&ull% ad"ance academicall% at4ris- teenagers ;illiam T+ rant
2oundation, *
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Adolescent Attachment
the conte/t o& the arent4caregi"er relationshi .ill continue to in&luence de"eloment
outside o& this seci&ic relationshi ;Srou&e > aters, *
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Armsden and reen1erg ;*
Land, *
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Adolescent Attachment
these se"erel% hinder eer relationshis ;Allen > Land, *
Roo-, * Cassid%, * Land, *
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ith the onset o& adolescence, indi"iduals ha"e reached a le"el o& cogniti"e
de"eloment ad"anced enough that the% ma% generali9e &rom their ast relationshis and
use a1stract thin-ing rocesses to allo. one model o& attachment organi9ation to emerge
&rom their ast e/eriences ;Allen > Land, *
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Adolescent Attachment
6e&ore it is ossi1le to anal%9e the connections 1et.een attachment and school
er&ormance in adolescence, it is necessar% to &urther clari&% the construct o& adolescent
attachment and ho. this construct a&&ects teenagers in the classroom en"ironment+ As
adolescents transition to the &ormal oerations stage o& cogniti"e de"eloment,
indi"iduals ma% 1egin to anal%9e all o& their relationshis ;&or e/amle, those .ith eers
or teachers= and ma% e"en alter their internal .or-ing models ;Allen > Land, *
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Adolescent Attachment
teachers+ That is, 6o.l1% ;* Sceer%, *
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Adolescent Attachment
ersonal organi9ation o& attachment relationshis in general 1ecomes the crucial de&ining
asect o& attachment+
0t is ossi1le that attachment organi9ation is onl% meaning&ul in the conte/t o& an
attachment relationshi ;Allen > Land, *
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Adolescent Attachment
academic er&ormance, as children are distracted &rom their studies 1% interersonal
ro1lems+
An increasing 1od% o& research suggests that arental relationshi &actors are
correlated .ith ro1lems in the school setting+ At age &our, children .ho disla% high
le"els o& mother4child a&&ect and intimac% are rated 1% teachers as ha"ing greater
academic cometenc%, 1etter .or- ha1its, and &e.er 1eha"ior ro1lems in the classroom+
2urthermore, mother4child d%ads e/hi1iting more ositi"e maternal 3ualities o&
interaction ha"e children .ith &e.er 1eha"ior ro1lems and re&erred .or- ha1its
;Pianta, Nimet9, > 6ennett, *
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Adolescent Attachment
As children rogress through elementar% school, the imortance o& a secure
attachment in contri1uting to scholastic achie"ement does not diminish? children at age
se"en .ho ha"e secure arental attachments as assessed 1% resonses to searation
stories and o1ser"ations ha"e 1etter cogniti"e er&ormance, a trend .hich continues
through adolescence ;!aco1sen, Edelstein, > Ho&mann, *
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et al+, ()))=, .hich could account &or the imact o& securit% on eer relationshis+
Parental relationshi 3ualities, such as mother4child a&&ect and intimac%, are also
correlated .ith eer social s-ills in reschoolers ;Pianta et al+, * Fleac, * Mar-ie.ic9, *
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Adolescent Attachment
Sceer%, * 6uhs, *
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Conse3uentl%, it ma% 1e concluded that school er&ormance during adolescence is
connected to asects o& teenagers5 eer relationshis and social s-ills+
Although much research has 1een conducted on the relationshi 1et.een
attachment and eer relations, as .ell as each "aria1le5s connection to school
er&ormance, the relationshis among these three &actors ha"e not 1een thoroughl%
e/lored in adolescence+ Moreo"er, the use o& a .ide range o& school ad#ustment
measures, including sel&4, eer4, and school4reorted "aria1les, to assess academic
er&ormance in the teenage %ears has not 1een emlo%ed .hen in"estigating connections
to 1oth attachment and eer relations+ The stud% o& mediators 1et.een attachment and
school outcomes is lac-ing? it has 1een suggested that this relationshi could 1e mediated
1% a child5s 1eha"ioral sel&4restraint ;2eldman > ent9el, *
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B+ 0s there an% e"idence o& mediated e&&ects o& eer relationsG
+ 0s there an interaction 1et.een ercei"ed attachment to arents and to &riends
in redicting school successG
0t is h%othesi9ed that attachment ercetions and organi9ation .ill correlate .ith
teenagers5 ercetions o& their academic en"ironment, as .ell as their actual success in
school+ Secure attachment organi9ation is also redicted to correlate .ith the resence o&
social suort and eer relationshis+ Positi"e eer relationshi &actors are h%othesi9ed
to redict greater satis&action .ith and er&ormance in school+ Although 1oth attachment
and eer relationshis should indeendentl% relate to academic "aria1les, .ith the most
secure adolescents as .ell as those .ith reorts o& social accetance er&orming at the
highest le"el in school, academic outcomes .ill 1e e/lained 1est 1% a model ta-ing into
account 1oth attachment and eer relations+
Method
Particiants
One hundred and si/t%4si/ ninth and tenth grade students ;@< male, 77 &emale=
articiated in this stud%+ $on entering the stud%, adolescents ranged in age &rom *B to
*@+7 %ears .ith a mean o& *+< %ears ;SD )+@=+ The sel&4identi&ied racialIethnic
1ac-ground o& the samle .as
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Adolescent Attachment
uon the resence o& at least one o& &our ossi1le academic ris- &actors: *= &ailing a single
course &or at least a single mar-ing eriod, (= an% histor% o& grade retention, = ten or
more a1sences in one mar-ing eriod, or B= an% histor% o& school susension+ These
1road selection criteria .ere used to include a .ide range o& adolescents .ho could 1e
identi&ied &rom academic records as ha"ing the otential &or &uture academic and social
di&&iculties, including adolescents alread% e/eriencing serious di&&iculties and those .ho
.ere er&orming ade3uatel% .ith onl% occasional, minor ro1lems+ As intended, these
criteria identi&ied aro/imatel% one4hal& o& all ninth and tenth grade students as eligi1le
&or the stud%+
Each teenager .as as-ed to name se"eral &riends .ho -ne. him or her .ell to
articiate in a eer inter"ie.+ Si/t%4one male ;B7+J= and si/t%4eight &emale ;(+7J=
eers .ere inter"ie.ed+ The a"erage age o& eers articiating .as *8+B %ears ;SD *+B
%ears=+ Se"ent%4three ;8+8J= o& the eers .ere Euroean American, &i&t% ;@+@J= .ere
A&rican American, and si/ ;B+7J= .ere o& another racial 1ac-ground+
Procedure
A&ter adolescents .ere identi&ied as meeting the criteria o& the stud%, letters
e/laining the stud% .ere sent to the &amilies o& each otential articiant+ 0nterested
&amilies .ere contacted 1% hone+ 0& 1oth the teenager and the arent;s= agreed to
articiate, the% .ere scheduled &or t.o, three4hour sessions+ Aro/imatel% )J o& the
aroached &amilies agreed to articiate+ 2amilies .ere aid a total o& K*) &or their
articiation+ Acti"e in&ormed consent .as o1tained &rom 1oth adolescents and their
arents+
()
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Adolescent Attachment
The teenagers articiating in the stud% .ere as-ed to ro"ide names o& u to &i"e
&riends .ho -ne. them .ell to articiate in a eer inter"ie.+ $ to t.o o& these
&riends .ere contacted &or an inter"ie.+ 0n cases in .hich data .ere gathered &rom t.o
eers, their ratings o& the teenager in the stud% .ere a"eraged to create one eer "aria1le+
Acti"e consent .as o1tained &rom 1oth eers and arents o& eers articiating in the
stud%+ Peers .ere aid K*) to come in &or a one4hour session, during .hich the%
comleted .ritten 3uestionnaires and used 4sort techni3ues to rate the teenager .ho had
nominated them &or articiation in the stud%+ Data .ere collected &rom eers in sessions
searate &rom those o& the articiating target teenagers+ Transortation and childcare
.ere ro"ided &or all articiants as necessar%+
Stud% articiants .ere assured that all in&ormation .ould 1e -et con&idential+
Data .ere rotected 1% a con&identialit% certi&icate issued 1% the $nited States
Deartment o& Health and Human Ser"ices, .hich rotected in&ormation &rom su1oena
1% &ederal, state, and local courts+
Measures
Adult Attachment Interview and Q-Set (George, Kaplan, & Main, 199! Ko"a#,
$ole, %eren-Gillie', %leming, & Gam"le, 199)* Researchers administered this
structured inter"ie. to ro1e indi"iduals5 descritions o& their childhood relationshis
.ith arents, .ith re3uests &or a1stract terms as .ell as seci&ic suorting memories+
2or instance, articiants .ere as-ed to list &i"e .ords descri1ing their earl% childhood
relationshis, and then to descri1e seci&ic instances that re&lected each .ord+ Other
3uestions addressed seci&ic instances o& uset, searation, loss, trauma, and re#ection+
2inall%, inter"ie.ers as-ed articiants to ro"ide more integrati"e descritions o& the
(*
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changes in their relationshis .ith their arents and the current state o& these
relationshis+ Each inter"ie. consisted o& eighteen 3uestions and lasted on a"erage one
hour+ Slight adatations to the adult "ersion o& the attachment inter"ie. .ere made to
ma-e the 3uestions more natural and easil% understood 1% an adolescent oulation
;ard > Carlson, *
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Adolescent Attachment
reorted e/eriences, and lac- o& e"idence &or "aluing attachment? and deactivating
ver'u' hperactivating 'trategie', reresenting the o"erall 1alance o& dismissing and
reoccuied st%les+ Fo1a- et al+ ;*
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;alienation=+ Cron1ach alhas measuring internal consistenc% &or the three su1scales
.ere +
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Adolescent Attachment
create a single rating &or each scale+ The untrained adolescent raters roduced ratings that
correlated .ith each other surrisingl% .ell ;Searman46ro.n r )+8=, and the resulting
scale had good internal consistenc% ;Cron1ach5s )+@B=+
Annual 3eighted G/A* Scholastic records .ere o1tained &rom the articiating
teenagers5 schools+ Each student5s grade oint a"erage &or the &ull %ear .as comuted,
ad#usting &or an% aliedIsecial or ad"ancedIhonors courses the articiants .ere ta-ing+
Ad"ancedIhonors courses .ere a.arded an e/tra oint in the PA comutation, .hereas
aliedIsecial courses .ere gi"en a hal& o& a oint deduction+
rades .ere also ad#usted so that the num1er o& credits a.arded 1% the school &or
each course ;+, *= .as ta-en into consideration+ All classes, not siml% the core
classes o& English, science, social studies, and math, .ere included in the PA
comutation+
School 4i'#* A summar% school ris- "aria1le .as created to account &or
discilinar% action ta-en against articiating teenagers+ To &orm the "aria1le, the
num1er o& times the teenager had 1een susended, the num1er o& times the teenager had
1een e/elled, and .hether or not the teenager had droed out o& school .ere ta-en into
account+ This in&ormation .as o1tained directl% &rom the teenagers5 schools+ The
categorical school ris- "aria1le ranged &rom 9ero ;lo. school ris-= to &i"e ;high school
ris-=+ 2or a teenager to recei"e a score o& 9ero on the school ris- "aria1le, he or she must
ha"e ne"er 1een susended+ School ris- "alues o& one to &our .ere recei"ed 1% teenagers
.ith "ar%ing num1ers o& susensions, .ith le"el one teenagers 1eing susended one or
t.o times, le"el t.o teenagers susended three to &i"e times, le"el three teenagers
susended si/ to ten times, and le"el &our teenagers susended ele"en or more times+ A
(
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Adolescent Attachment
le"el &i"e school ris- .as assigned to teenagers .ho had 1een e/elled &rom school at
an% oint during their education or had droed out o& school+
+otal Attachment to School* A measure o& attitudes to.ards school .as adoted
&rom the ualit% o& School Li&e Scale ;SL= 1% Estein and McPartland ;*
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Results
Preliminar% Anal%ses
5emographic .actor'* Means and standard de"iations o& all demograhic &actors
are resented in Ta1le *+ Correlations .ere run 1et.een redictor "aria1les and the
outcome "aria1les &or the &ull samle ;Ta1les (, , and B=+
Ta1le *
Demograhic "aria1les &or target teenagers and eers
Teenagers PeersAge ;in %ears= Mean ;SD=
*+<+@
*8+B*+B
ender Male 2emale
+8JB8+BJ
B7+J(+7J
RaceIEthnicit% Euroean American A&rican American Other
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Correlational anal%ses o& attachment and school &actors
0+ Attachment organi9ation as measured 1% the Adult Attachment 0nter"ie. correlated.ith school &actors
Attachment
Annualeighted PA
ScholasticCometence
School Ris- Attachment toSchool
Secure +( +*) 4+( +*(
Preoccuied 4+)7 4+*
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Correlational anal%ses o& attachment and eer relationshi &actors
0+ Attachment organi9ation as measured 1% the Adult Attachment 0nter"ie. correlated.ith eer relationshi &actors
Attachment
Attachmentto 2riends
SocialAccetance
SocialAccetance;eer reort=
Close2riendshi
Close2riendshi
;eer reort=
Secure +(* +*B +*@ +(* +*B
Preoccuied 4+( 4+** 4+)@ 4+*8 +)
Note: Q+))*, Q+)*, Q+), Q+*)+
00+ Percetion o& attachment to one5s mother as measured 1% the 0n"entor% o& Parent andPeer Attachment correlated .ith eer relationshi &actors
Attachment
Attachmentto 2riends
SocialAccetance
SocialAccetance;eer reort=
Close2riendshi
Close2riendshi
;eer reort=
Maternal +(7 +(( +*B +(7 +**
Note: Q+))*, Q+)*, Q+), Q+*)+
Ta1le B
(
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Adolescent Attachment
Correlational anal%ses o& eer relationshi and school &actors
Annualeighted PA
ScholasticCometence
School Ris- Attachment toSchool
Attachment to
2riends+)@ +) 4+( +
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regression models .ere run .ith eer &actors used to e/amine the "ariance in academic
er&ormance 1e%ond that e/lained 1% the demograhic "aria1les+ All regressions .ere
run to control &or articiants5 gender, race, and total &amil% income? "er% &e. trends and
signi&icant correlations 1ecame nonsigni&icant a&ter accounting &or these &actors+ Results
&rom these regression anal%ses are resented .ith the main result data+
As mediator e&&ects .ere also h%othesi9ed, searate regression anal%ses .ere run
to in"estigate the role o& eer relationshi &actors as mediators o& the relationshi
1et.een attachment and school "aria1les+
0n the &inal set o& anal%ses, interaction terms o& attachment .ith eer "aria1les
.ere entered into hierarchical regression models to determine their contri1ution in
redicting school success+
Adole'cent attachment and 'chool .actor'* 0n the &irst set o& anal%ses,
adolescents5 ercetions o& attachment and organi9ation o& attachment .ere in"estigated
as redictors o& academic "aria1les+ Attachment .as regressed on the school &actors+
6e%ond the e&&ects o& the demograhic "aria1les, a trend to.ards a main e&&ect .as &ound
&or adolescents5 secure attachment organi9ation and school ris- ; 4+*, Q +*)=,
iml%ing that a secure attachment some.hat accounts &or lo.ered school ris-+ A
signi&icant main e&&ect .as &ound &or reoccuied attachment organi9ation and eer4
reorted scholastic cometence ; 4+(, Q +)*=, such that lo.ered scholastic
cometence .as redicted 1% reoccuied attachment+ 2inall%, ercetions o& attachment
to the adolescent5s mother .ere related to school ris- ; 4+*7, Q +)= and attachment to
school ; +((, Q +)=+ There&ore, those adolescents .ho ercei"ed greater attachment
to their mothers had stronger attachments to school and a lessened li-elihood o& 1eing
*
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Adolescent Attachment
susended, e/elled, or droing out o& school+ Regression anal%ses o& the attachment
and school &actors are resented in Ta1les and 8+
(
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Adolescent Attachment
Ta1le
Hierarchical regression anal%ses o& attachment organi9ation as measured 1% the Adult Attachment 0nter"ie. redicting academic
&unctioning a&ter accounting &or gender, race, and total &amil% income
Predictors
Annual eighted PA
R UR
Scholastic Cometence
R UR
School Ris-
R UR
Attachment to School
R UR
0:ender
Race 0ncome
00: Securit%000: Preoccuation
+)* V V +)@ V V 4+(7 V V +)* V V+( V V +)* V V 4+) V V +)< V V
+B V V 4+** V V 4+(* V V 4+)7 V VV +(7 +(7 V +)( +)( V +*( +*( V +)* +)*
+)7 +(7 ) +* +) +)* 4+* +) +)* +* +)( +)*
4+*) +(@ +)* 4+( +)@ +)8 +** +* +)* 4+) +)* )
Note: Q+))*, Q+)*, Q+), Q+*)+ .eights are &rom "aria1les5 &irst entr% into model+
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Adolescent Attachment
Ta1le 8
Hierarchical regression anal%ses o& ercetion o& attachment to one5s mother as measured 1% the 0n"entor% o& Parent and Peer
Attachment redicting academic &unctioning a&ter accounting &or gender, race, and total &amil% income
Predictors
Annual eighted PA
R UR
Scholastic Cometence
R UR
School Ris-
R UR
Attachment to School
R UR
0:ender
Race 0ncome
00: Percetion o&
MaternalAttachment
+) V V +)< V V 4+(7 V V +)( V V+( V V +)B V V 4+)* V V +*) V V
+ V V 4+*) V V 4+(( V V 4+)8 V VV +( +( V +)( +)( V +** +** V +)* +)*
+)8 +(8 +)* +)7 +)( ) 4+*7 +*B +) +(( +) +)B
Note: Q+))*, Q+)*, Q+), Q+*)+ .eights are &rom "aria1les5 &irst entr% into model+
B
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Adole'cent'6 attachment and relation' to peer'* 0n the ne/t set o& anal%ses,
adolescents5 attachment ercetions and organi9ations .ere e/amined as redictors o&
eer relationshi 3ualit%+ Adolescents5 eer relationshis ;attachment to &riends, social
accetance, and close &riendshis= .ere regressed on adolescent attachment in searate
regression e3uations+ A&ter accounting &or the e&&ects o& the demograhic "aria1les, main
e&&ects .ere &ound &or secure attachment organi9ation as a redictor o& sel&4reorted
social accetance ; +*@, Q +)=, eer4reorted social accetance ; +(
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Adolescent Attachment
Ta1le 7
Hierarchical regression anal%ses o& attachment organi9ation as measured 1% the Adult Attachment 0nter"ie. redicting eer
relationshi &actors a&ter accounting &or gender, race, and total &amil% income
Predictors
Attachment to 2riends
R UR
Social Accetance
R UR
Social
Accetance;eer reort=
R UR
Close 2riendshi
R UR
Close 2riendshi
;eer reort=
R UR
0: ender Race 0ncome
00: Securit%000: Preoccuation
+(* V V +)8 V V +*( V V +* V V +(B V V4+) V V 4+)7 V V 4+)7 V V +) V V +)7 V V+*( V V 4+) V V 4+*@ V V +) V V 4+)@ V VV +) +) V +)( +)( V +)8 +)8 V +) +) V +)7 +)7
+* +)7 +)( +*@ +)B +)( +(
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Ta1le @
Hierarchical regression anal%ses o& ercetion o& attachment to one5s mother as measured 1% the 0n"entor% o& Parent and Peer
Attachment redicting eer relationshi &actors
Predictors
Attachment to 2riends
R UR
Social Accetance
R UR
Social
Accetance;eer reort=
R UR
Close 2riendshi
R UR
Close 2riendshi
;eer reort=
R UR
0: ender Race 0ncome
00: Percetion o& Maternal Attachment
+( V V +) V V +*) V V +* V V +(8 V V4+)B V V 4+) V V 4+)B V V +)* V V +)< V V+*8 V V 4+)8 V V 4+*7 V V +)( V V 4+*) V VV +)7 +)7 V +)* +)* V +)B +)B V +)( +)( V +)@ +)@
+) +* +)@ +(* +) +)B +* +)7 +) +(
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Adolescent Attachment
Adole'cent'6 peer relation'hip' and academic .actor'* Adolescents5 eer
relationshis .ere e/amined as redictors o& school &actors in the third set o& anal%ses+
The academic &actors in"estigated .ere PA, eer4reorted scholastic cometence,
school ris-, and attachment to school+ School &actors .ere regressed on eer
relationshis+ A&ter accounting &or demograhic "aria1les, se"eral main e&&ects reached
signi&icance+ These main e&&ects in"ol"ed attachment to &riends and school ris- ; 4+(8,
Q +)=, attachment to &riends and scholastic cometence ; +)
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Ta1le <
Hierarchical regressions redicting school &actors &rom eer &actors a&ter accounting &or gender, race, and total &amil% income
Predictors
Annual eighted PA
R UR
Scholastic Cometence
R UR
School Ris-
R UR
Attachment to School
R UR
0: ender Race 0ncome
00: Attachment to
2riends
+)( V V +** V V 4+*7 V V +) V V+*8 V V 4+)* V V +) V V +)8 V V+ V V 4+** V V 4+B V V 4+( V VV +() +() V +)( +)( V +*( +*( V +) +)
+)8 +() ) +)
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Ta1le < ;continued=
Predictors
Annual eighted PA
R UR
Scholastic Cometence
R UR
School Ris-
R UR
Attachment to School
R UR
0:ender
Race
0ncome
00: Social Accetance
;eer reort=000: Close 2riendshi ;eer reort=
+) V V +*) V V 4+( V V +)B V V+(B V V +) V V 4+)@ V V +*( V V
+(7 V V 4+** V V 4+* V V 4+* V VV +() +() V +)( +)( V +* +* V +)( +)(
+)8 +() ) +*8 +) +) +)8 +* ) 4+)( +)( )
+*7 +( +) +( +** +)
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/eer relation'hip' a' a mediator "etween attachment and 'chool .actor'* 0n a
series o& anal%ses, attachment to eers and the resence o& close &riendshis .ere
e/amined as mediating the connection 1et.een attachment organi9ation and school
"aria1les ;1oth school ris- and eer4reorted scholastic cometence=+ According to
6aron and Fenn% ;*
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Ta1le *)
Anal%ses o& eer relationshi "aria1les as mediators o& the connection 1et.een
attachment and school "aria1les using 6aron and Fenn% tests
Attachmentand School
Attachmentand Peers
Peers andSchool
Change inRegressionG
E"idence o& a Mediated
E&&ectG
Attachment Mea'ure: Secure AA0School Mea'ure:School Ris-
/eer Mea'ure:Peer Attachment
4+( +(* 4+( Not
signi&icantWes
Attachment Mea'ure: Secure AA0School Mea'ure:School Ris-
/eer Mea'ure:Close 2riendshi
;eer reort=
4+( +(* 4+() 4+((Wes,
although.ea-
Attachment Mea'ure: Preoccuied AA0School Mea'ure:Scholastic
Cometence ;eer reort= /eer Mea'ure:
Close 2riendshi ;sel&4reort=
4+*
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Interaction' o. attachment and peer relation'hip'* Adolescents5 ercetions o&
attachment to mothers and to eers .ere in"estigated to e/amine .hether the% might
interact to redict total attachment to school+ A signi&icant interaction .as &ound ; +
(, Q +)= and is deicted in 2igure *+ The lo.est attachment to school .as &ound &or
teenagers .ho had ercetions o& high attachment to mothers and lo. attachment to
eers+ Slightl% greater, %et still lo., attachment to school .as &ound &or adolescents .ith
ercetions o& 1oth lo. attachment to mothers and to eers+ This grou .as relati"el%
close on le"el o& attachment to school to those teenagers .ith lo. maternal attachment
and high eer attachment+ Comarati"el% high le"els o& attachment to school .ere &ound
&or adolescents .ith high ercetions o& attachment to mothers and to eers+
BB
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2igure *
0nteraction 1et.een ercetion o& attachment to one5s mother and ercetion o&
attachment to eers resulting in "ar%ing le"els o& total attachment to school
O"erall, the data collected in this stud% suggest three redicti"e relationshis: *=
attachment redicting school er&ormance, (= attachment redicting eer relationshis,
and = eer relationshis redicting school er&ormance+ 6oth ercetions o& maternal
attachment and attachment organi9ation redicted academic &actors+ Li-e.ise, regression
e3uations suort that 1oth ercetions o& secure maternal attachment and secure
attachment organi9ation redict greater eer relationshis+ Additionall%, greater eer
relationshis redicted more ositi"e school outcomes+ Some e"idence o& ercei"ed eer
attachment ser"ing as a mediator 1et.een secure attachment organi9ation and school ris-
.as &ound, 1ut onl% .hen demograhic in&luences .ere not considered in the models+
Also suorted .as a signi&icant interaction 1et.een ercetions o& attachment to one5s
mother and to eers resulting in "ar%ing le"els o& attachment to school+
4*
4)+C
)
)+C
*
4( 4* ) * (
Percetion o& Attachment to Peers
A t t a c
h m e n t t o S c h o o l
Percetion o& Lo.Maternal Attachment
Percetion o& High
Maternal Attachment
B
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Discussion
This stud% ro"ides e"idence &or the indeendent lin-s 1et.een adolescent
attachment, eer relationshis, and school &actors, .hile also ro"iding suort &or the
ossi1ilit% o& eer relationshis ser"ing as a mediator 1et.een attachment and school
"aria1les+ An interaction among these three domains is also suorted, .ith "ar%ing
le"els o& ercei"ed attachment to one5s mother and ercei"ed attachment to eers
redicting attachment to school+
Connections 1et.een attachment and school er&ormance .ere h%othesi9ed, and
data &rom this stud% suggest that such relationshis e/ist+ Attachment organi9ation
redicted se"eral di&&erent asects o& school success, as adolescents .ith secure
attachment organi9ations .ere less li-el% to encounter discilinar% di&&iculties+ Also,
teenagers .ith reoccuied attachment organi9ations had lo.er eer4reorted scholastic
cometence+ Additionall%, one5s ercetion o& maternal attachment redicted less
li-elihood o& discilinar% action+
Not all school "aria1les could 1e redicted &rom indi"iduals5 attachment,
ho.e"er, .ith 1oth attachment to school and PA not 1eing redicted 1% maternal
attachment ercetions or attachment organi9ation+ This result could 1e accounted &or i&
one assumes that teenagers5 seci&ic relationshis .ithin the academic en"ironment ;such
as those .ith onl% their school eers and teachers= most greatl% a&&ect satis&action in the
school en"ironment+ This conclusion &ollo.s &rom the assumtion that ercetions o&
attachment .ith arents and eers and attachment organi9ation do not necessaril%
reresent teenagers5 general relationshi 3ualit%+ Ho.e"er, attachment theor% redicts
B8
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that attachment organi9ation should a&&ect one5s internal model o& all relationshis, so this
&inding remains some.hat surrising+
The lac- o& suort &or PA 1eing redicted 1% attachment "aria1les can 1e
e/lained, though, 1% this stud%5s omission o& an anal%sis o& certain &actors intuiti"el%
related to scholastic er&ormance+ 2or e/amle, teenagers5 0, the 3ualit% o& the school
and home en"ironments, and additional &amil% &actors such as arent emhasis on
education .ere not in"estigated+ These &actors5 relationshi to academic achie"ement
should 1e considered in &uture studies+ Additional .or- could also stud% attachment and
school er&ormance .hile controlling &or these additional &actors, erhas allo.ing a
closer relationshi 1et.een attachment and school er&ormance to 1e &ound+
0n the anal%ses o& attachment organi9ation and eer &actors, secure and
reoccuied attachments redicted se"eral eer relationshi "aria1les+ As h%othesi9ed,
adolescents .ith more secure attachment organi9ations .ere ercei"ed 1% themsel"es and
their &riends to ha"e high le"els o& eer grou accetance+ This &inding is congruent .ith
attachment theor%, as those indi"iduals .ith secure attachment organi9ations should ha"e
an internal .or-ing model that allo.s them to &oster the de"eloment o& ositi"e
relationshis .ith others+ Teenagers .ith reoccuied attachment organi9ations .ere less
li-el% to reort ha"ing a close &riendshi, also as redicted 1% attachment theor%, as an
insecure internal .or-ing model should ma-e close interersonal relationshis 1oth
harder to de"elo and more di&&icult to ercei"e in one5s en"ironment ;Allen et al+, *
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&riendshis+ There&ore, a reoccuied attachment organi9ation, .hich is indicati"e o& an
insecure internal .or-ing model, .as most closel% associated .ith sel&4ercetions o&
close &riendshis+ As attachment organi9ation should 1e most closel% associated .ith
attachment4li-e, or close, relationshis, relationshis .ith close &riends rather than the
eer grou as a .hole .ould 1e e/ected to 1e more directl% related to insecure .or-ing
models+ This stud%5s &indings suort this assertion+
Percetions o& attachment .ere li-e.ise redicti"e o& teenagers5 3ualit% o& eer
relationshis+ Attachment ercetions .ere most strongl% lin-ed .ith sel&4reorted social
accetance and close &riendshis+ 0t is ossi1le that indi"iduals5 tendencies to "ie. the
.orld in either a ositi"e or negati"e light contri1uted to these results+ Ha"ing &ound that
teenagers5 sel&4reorts o& attachment and sel&4reorts o& eer measures correlate ma% 1e
due to reorter 1ias e&&ects+ Ho.e"er, trends .ere noted &or ercetions o& attachment
redicting eer4reorted social accetance and the resence o& a close &riendshi+ These
trends suggest that sel&4ercetions o& attachment ma% 1e related to teenagers5 eer
relationshis a1o"e and 1e%ond the e&&ect due to all measures coming &rom the same
reorter+ Perhas i& &uture studies utili9e other measures o& social accetance and close
&riendshi, such as o1ser"ational reorts, the discreanc% 1et.een sel&4 and eer4
reorted data .ould 1e resol"ed, and the lin-age 1et.een ercetions o& attachment and
eer relationshi 3ualit% could 1e clari&ied+
Sel&4 and eer4reorted eer relationshi 3ualit% .ere also &ound to relate to
academic &actors, redicting a .ide range o& school outcomes+ Teenagers5 sel&4reorted
attachment to their &riends redicted ho. &re3uentl% teenagers had disciline ro1lems as
.ell as adolescents5 attachment to school+ Lo. le"els o& disciline ro1lems .ere
B@
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additionall% redicted 1% teenagers5 reorts o& close &riendshis+ These &indings suggest
that ha"ing a close &riend ma% ser"e as a rotecti"e &actor against school disciline
ro1lems, as those teenagers .ho 1elie"e the% ha"e a relia1le &riend ma% 1e less li-el% to
act out in the classroom or su1mit to negati"e eer ressure, actions that ma% result in
school susensions or e/ulsions+ Also, eer4reorted close &riendshis .ere redicti"e
o& eer4reorted scholastic cometence as .ell as students5 PA, as .as h%othesi9ed+
This &inding suorts the assertion that students doing .ell in school are more li-el% to
ha"e a close &riend+
As onl% trends .ere noted &or social accetance "aria1les, accetance 1% one5s
eer grou .as not an imortant eer redicti"e &actor &or scholastic success+ Perhas
this is 1ecause adolescents ma% need onl% one good &riendshi to rotect them &rom lo.
scholastic er&ormance and dissatis&action .ith school, rather than .ide eer accetance+
The results could also 1e accounted &or 1% the "ar%ing in&luences o& eer grous? 1oth
ositi"e and negati"e eer ressure ma% in&luence school er&ormance, .ith the negati"e
e&&ects o& 1eing close to one5s eer grou o&&setting the ositi"e e&&ects &or some
teenagers+
Regression anal%ses suggest that eer relationshi &actors ma% ser"e as mediators
1et.een attachment and school "aria1les in a coule seci&ic instances+ 0t is onl% .hen
attachment organi9ation is used that mediated e&&ects .ere &ound, suggesting that securit%
o& attachment organi9ation, not ercetions o& attachment, is crucial in the mediator
relationshi+ 2urthermore, signi&icant mediated e&&ects onl% occur .hen gender, race, and
total &amil% income are not entered into the regression e3uations, as these demograhic
"aria1les are signi&icantl% con&ounded .ith the mediated relationshis+ $nder these
B
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conditions, the connection 1et.een secure attachment and lo.er le"els o& disciline
ro1lems is mediated 1% ercetions o& eer attachment+ That is, the relationshi
1et.een securit% and school outcomes 1ecomes nonsigni&icant once the e&&ect o&
teenagers5 attachment to their eers is considered+ The relationshi 1et.een securit% and
discilinar% action is also .ea-l% mediated 1% eer reorts o& close &riendshis+ Hence,
although onl% t.o mediated e&&ects .ere &ound, data do suggest that in some seci&ic
situations, eer relationshi 3ualit% ma% act as a mediator &or the relationshi 1et.een
attachment and school outcomes+
An alternati"e e/lanation &or the resence o& onl% t.o mediated e&&ects is that
erhas, in general, eer relationshis do not ser"e as a mediator &or the connection
1et.een attachment and school &actors+ 0t is ossi1le that one iece o& the attachment
construct redicts eer relationshi 3ualit%, another iece o& the attachment construct
redicts school outcomes, and that these t.o ieces o& attachment are non4o"erlaing
asects o& the construct+ This .ould account &or the lac- o& mediated e&&ects &or all o& the
controlled relationshis in"estigated and .ould e/lain the indeendent connections
1et.een the three constructs ;attachment, eer relationshis, and school outcomes= 1eing
in"estigated+
One &inal relationshi 1et.een the three constructs .as &ound? an interaction .as
suorted .ith ercei"ed attachment to mothers and ercei"ed attachment to eers
redicting students5 satis&action .ith school, commitment to class .or-, and reactions to
their teachers+ High ercei"ed attachment to mothers and lo. ercei"ed attachment to
eers redicted the lo.est attachment to school+ This result suggests that adolescents can
1e di"ided into distinct grous 1ased on ercei"ed maternal and eer attachment, and that
)
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these grous ha"e "ar%ing le"els o& school attachment+ There is a grou o& teenagers .ho
are haiest at home, &eeling a strong connection to their mothers and %et, 1ecause o& not
&eeling connected to their eers, are struggling in the school en"ironment+ That is, the
data suggest that adolescents .ith high le"els o& ercei"ed attachment to arents and
eers are li-el% to 1e satis&ied .ith school, e/cet in cases .here high le"els o& ercei"ed
attachment to one5s mother are not 1alanced 1% high le"els o& ercei"ed attachment to
eers+ 2or most adolescents, though, the greater the ercei"ed attachment to one5s
mother and eers, the higher the le"el o& attachment to school, as .as h%othesi9ed+ 2or
all teenagers, higher ercei"ed attachment to eers redicted a greater connection to
school? it seems that the e&&ect o& high ercei"ed attachment "aries onl% &or teenagers5
ercei"ed maternal attachment+
One interesting conclusion &rom these mediator and moderator results has to do
.ith the di&&erences in the &indings in"estigating attachment ercetions and attachment
organi9ation+ Although the lin-s 1et.een attachment and eers as .ell as those 1et.een
attachment and school .ere e"ident .hen using 1oth the 0PPA and AA0, this .as not the
case &or the mediated and moderated relationshis+ 2indings o& this stud% suort eer
relationshis ser"ing as a mediator 1et.een attachment organi9ation and school
measures+ No such relationshis .ere &ound &or ercetions o& attachment+ This ma% 1e
a result o& attachment organi9ation unconsciousl% a&&ecting eer relationshis, .hich in
turn ma% redict school success+ hate"er its cause, siml% ercei"ing that one5s
relationshi .ith attachment &igures is secure is not su&&icient to &oster eer relationshis
and their resulting ositi"e e&&ects on academic li&e+ Similarl%, a ercetion o& a negati"e
*
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arental relationshi ma% not 1e damaging to eer relations and school li&e i& one can
re&lect on these e/eriences coherentl%, hence &orming a secure attachment organi9ation+
Although attachment organi9ation ma% 1e crucial in disco"ering mediated
relationshis, it is also lausi1le that the lac- o& mediators &ound in the in"estigation o&
attachment ercetions could 1e indicati"e o& a lac- o& true eer mediators+ 0t is ossi1le
that some other "aria1le is mediating the connection 1et.een home li&e and scholastic
er&ormance, and that the &e. cases in .hich mediated relationshis .ere &ound .ere
siml% due to this other association+ Hence, the need &or &urther .or- in this area is
e"ident+
E"en though attachment organi9ation could 1e used as a redictor "aria1le in
signi&icant mediated relationshis, it .as onl% ercetions o& attachment that .ere &ound
to interact .ith eer &actors to roduce "ar%ing le"els o& attachment to school+ This is
e"idence that it is teenagers5 "ie. o& their relationshis, rather than actual attachment
organi9ation, that is necessar% in the moderated relationshi among arent4child relations,
eer relations, and school attachment+ That is, the teenagers .ho &eel the lo.est
attachment to school ma% onl% ercei"e ositi"e relationshis .ith their mothers and
oor relationshis .ith their eers? ho.e"er, these ercetions do a&&ect their actual
satis&action .ith school+
There are se"eral imlications o& the &indings o& this stud%+ The lac- o& strong
e"idence &or the mediating or moderating role o& all o& the eer relationshi &actors
in"estigated suggests that there could 1e other &acets o& the eer relationshi not
in"estigated in this stud% that ma% e/lain connections 1et.een attachment and school
&actors+ 0t is also ossi1le that some &actor that is not related to adolescents5 eer
(
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relations could ser"e as a rimar% mediator or moderator 1et.een attachment and school
outcomes+ 2or e/amle, teacher4child relationshis, arenting st%le, and 3ualit% o& the
home en"ironment could 1e studied in the &uture, clari&%ing these &actors5 roles in lin-ing
arent4child relationshis to adolescents5 school satis&action and er&ormance+
Also, this stud% has a &e. inconsistencies in its &indings, articularl%
discreancies among the data &rom di&&erent reorters and among the di&&erent measures
o& eer and school constructs ;that is, eer attachment, social accetance, and the
resence o& a close &riendshi? and PA, scholastic cometence, school ris-, and
attachment to school=+ The inconsistencies across reorters suggests the need &or
o1ser"ational eer and school data, or teacher reorts rather than sel&4 and eer4reorted
ratings+ 2urthermore, &uture directions o& research ma% in"estigate .h% certain &actors
.ithin the eer and school constructs .ere 1etter redictor, mediator, and moderator
"aria1les+
There are also some limitations o& this stud%5s design that re3uire attention+ 2irst,
the a1ilit% to generali9e &indings &rom the samle is in 3uestion+ A grou o& academicall%
at4ris- teenagers .ere recruited as stud% articiants+ 0t is unclear .hether the lin-s
1et.een the three constructs, as .ell as the mediated and moderated e&&ects &ound in this
stud%, .ould hold .ith a more inclusi"e adolescent oulation+ Ho.e"er, the use o& the
limited samle .as 1ene&icial in some resects, as it allo.ed &or data collection &rom a
samle o& indi"iduals .ith a .ide range o& scholastic di&&iculties, heling to ro"ide
meaning&ul results+ Additionall%, there .as di"ersit% in the ercetions o& attachment and
attachment organi9ations o& the articiating teenagers .hich also allo.ed &or su&&icient
"ariance .ithin the samle+
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An additional limitation o& this stud% is its di&&icult% in determining theoreticall%
meaning&ul de&initions o& eer relationshi &actors and adolescent attachment+ Close eer
relationshis ma% mean di&&erent things to di&&erent teenagers, and the actual structure o&
adolescents5 &riendshis ma% "ar% greatl%+ 2urthermore, the imact o& social grous and
indi"idual &riendshis on de"eloment "aries among teenagers, .ith some eers
rein&orcing academicall% rosocial goals, .hile others undermining school success+
2uture .or- ma% .ish to address these issues, as .ell as e/amine ho. in some cases
eers ma% ser"e as attachment &igures &or one another+
0n addition to the limitations o& the eer relationshi &actors, ro1lems also
emerge .ith the construct o& attachment+ Adolescent attachment is an emerging area o&
stud%+ Researchers ha"e resented di&&ering .a%s in .hich adolescent attachment ma% 1e
concetuali9ed? &or e/amle, attachment ma% 1e de&ined as ercetions o& attachment
.ithin adolescent relationshis ;6o.l1%, *
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insecure relationshi+ 0n &act, 1eing a1le to re&lect on negati"e li&e e/eriences in an
organi9ed &ashion, allo.ing &or the ac-no.ledgement o& the imact o& distur1ing
eisodic memories, and %et integrating these memories into a coherent .hole, is
characteristic o& securit%+ An indi"idual .ho does re&lect in this manner .ould 1e
categori9ed as ha"ing a secure attachment organi9ation 1% the AA0, and %et .ould 1e lo.
on securit% according to the 0PPA+ Li-e.ise, denial o& the imortance o& negati"e e"ents
in one5s ast, as e"idenced 1% the resence o& negati"e eisodic memories 1ut ositi"e
descritions o& one5s childhood, .ould result in a secure classi&ication on the 0PPA, 1ut is
e"idence o& an insecure attachment organi9ation+ Thus, the 0PPA is not necessaril% a
"alid measure o& attachment, 1ut rather an indicator o& "arious ercei"ed characteristics
and 3ualities o& the arent4child relationshi+ This is the caacit% in .hich the 0PPA .as
used in this stud% and it is there&ore crucial to recogni9e the di&&erences in results &rom
the 0PPA "ersus the AA0+ hen in"estigating attachment organi9ation and ercetions o&
attachment, the di&&erences in the 0PPA and AA0 ma-e the results &rom these t.o
attachment measures di&&icult to com1ine into one attachment construct+ 2uture stud%
could &ocus on the area o& adolescent attachment measurement, hoe&ull% eliminating
some o& the di&&iculties in researching this construct+
Lastl%, there are imortant limitations in the .a% that the construct o& ositi"e
school outcomes .as de&ined+ There are se"eral di&&erent .a%s that teenagers, arents,
and teachers ma% concei"e adolescent school success, such as hainess in the school
en"ironment, classroom articiation, and the o1tainment o& ad"anced degrees+ 0n this
stud%, success in school .as de&ined in terms o& teenagers5 grades, eer4reorted success
in school, discilinar% actions, and sel&4reorts o& connections to school+ Desite the care
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gi"en to the selection o& these school "aria1les, it is ossi1le that these measures did not
encomass school success in the most meaning&ul .a%+ 0& this is the case, erhas &uture
.or- could in"estigate the additional .a%s in .hich school success can 1e de&ined, so as
to see i& in clari&%ing the de&inition stronger results are o1tained+
0n conclusion, desite its limitations, the resent stud% ro"ides suort &or the
indeendent lin-s 1et.een attachment ercetions and organi9ation, eer relationshis,
and school &actors during adolescence+ Also suorted is the ossi1le role o& eer
relationshis as a mediator ;.hen in"estigating attachment organi9ation= or moderator
;.hen in"estigating ercetions o& maternal attachment=+ Additional research is
suggested in this area, ho.e"er, so as to clari&% the imact o& additional &amil% and
school en"ironment &actors that ma% in&luence academic achie"ement+ More recise
concetuali9ations o& the three constructs .ould also hel &urther this area o& stud%,
allo.ing &or greater recision in de&ining e/actl% .hat elements o& the arent4child and
eer relationshis redict meaning&ul asects o& school success+
A 1etter understanding o& the relationshis among attachment, eer relations, and
school outcomes is "alua1le as it ma% ser"e to &ocus inter"entions &or academicall% at4
ris- adolescents+ As academic success does in&luence a .ide range o& de"elomental
outcomes, ossi1le &indings could ositi"el% a&&ect man% asects o& teenagers5 li"es+
ith the recognition that attachment ercetions, attachment organi9ation, and eer
relations a&&ect educational outcomes, the imortance o& de"eloing academic
inter"entions that e/tend 1e%ond classroom scholastic instruction 1ecomes e"ident+
Hoe&ull% the relationshis among the constructs o& attachment, eer relations, and
school success .ill soon 1e more thoroughl% understood+ Such -no.ledge could allo.
8
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&or the de"eloment o& success&ul inter"ention rograms .hich, through targeting asects
o& attachment and eer relationshis, ma% result in higher le"els o& educational and
de"elomental success &or teenagers+
7
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Adolescent Attachment
Re&erences
Allen, !+ P+, Moore, C+, Fuerminc, +, > 6ell, F+ ;*
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Adolescent Attachment
6o.l1%, !+ ;* Mitchell, !+ ;()))=+ 4sort
assessment o& attachment securit% during the reschool %ears: Lin-s &rom home to
school+ De"elomental Ps%cholog%, 8;(=, (7B4(@(+
Diehl, D+ S+, Lemerise, E+ A+, Ca"erl%, S+ L+, Ramsa%, S+, > Ro1erts, !+ ;*
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Elic-er, !+, Englund, M+, > Srou&e, L+ A+ ;* McPartland, !+ ;* McPartland, !+ ;*
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Harter, S+ ;* Ho&mann, '+ ;* Ho&mann, '+ ;* Fleac, L+ ;*
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Adolescent Attachment
Fo1a-, R+ R+, > Sceer%, A+ ;* Ra&&aelli, M+ ;()))=+ The di&&erential relations o&
arent and eer attachment to adolescent ad#ustment+ !ournal o& Wouth and Adolescence,
( old.%n, R+ ;in ress=+ Adult attachment rating and classi&ication
s%stems+ 0n M+ Main ;Ed+=, A t%olog% o& human attachment organi9ation assessed in
discourse, dra.ings and inter"ie.s ;.or-ing title=+ Ne. Wor-: Cam1ridge $ni"ersit%
Press+
Main, M+, Falan, N+, > Cassid%, !+ ;*
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Nada Ra#a, S+, Mcee, R+, > Stanton, + R+ ;*
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ent9el, F+ R+ ;*