Resumo

MAIA, Joana et al. Auto-conceito e representações da vinculação no período pré-escolar. Aná. Psicológica [online]. 2008, vol.26, n.3, pp.423-433. ISSN 0870-8231.

Attachment theory suggests that notions about the self and representations of the attachment relationships become internalized over the time within a complementary mode, with the caregivers performing a crucial role on this process. Some empirical researches (Cassidy, 1988; Clark & Symons, 2000; Verschueren, Marcoen, & Schoefs, 1996) have examined concurrent and predictive relations between self-representation and security of the attachment in early and middle childhood. However, just few studies looked at the associations between self-concept and attachment representations of pre-scholars, as this study aims to do. The quality of the attachment representations was assessed through an adapted version of the MacArthur Story Stem Doll-play Task (Page & Bretherton, 2001) on a sample of 75 pre-scholar children. Self representations were assessed using a Portuguese version of The Pictorial Scale of Perceived Competence and Social Acceptance for Young Children (Harter & Pike, 1984; Mata, Monteiro, & Peixoto, 2008). Our results support the presence of connections between the quality of the attachment representations and the global representation of the self, with a strongest positive association being found with the perceived Social Acceptance.

Palavras-chave : Self-concept; internal working models; narratives; self-representations; attachment.

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