Windows to the self in 8-year-olds: Bridges to attachment representation and behavioral adjustment

Abstract

The present study investigated the links between aspects of the self (self-evaluations, self-worth), attachment representations and behavioral functioning in 8-year-old children. Self-evaluations were assessed with an interview in which children described themselves and discussed positive and negative aspects of the self; self-worth was assessed using a subscale from the Dimensions of Depression Inventory. Attachment representations were assessed using the Separation Anxiety Test. Mothers and teachers reported on children's behavior problems, school adaptation and peer competence. Following previous work with 5- (Verschueren & Marcoen, 1999; Verschueren, Marcoen, & Schoefs, 1996) and 6-year-olds (Cassidy, 1988), we predicted that aspects of the self would be positively associated with attachment security and behavioral adaptation. These predictions were confirmed. A rating of the child's ease of access to self-evaluations (EASE) during the interview was related to emotional security and coping responses during the Separation Anxiety Test. Children with greater ease of access to self-evaluations also had fewer internalizing and total behavior problems, according to both mothers and teachers, and their teachers reported more positive school adaptation, peer competence and ego-resiliency.