A Cross-Cultural Comparison of Parental and Peer Attachment Styles among Adult Children from the United States, Puerto Rico, and India

Pearson, Judy C.; Child, Jeffrey T.

doi:10.1080/17475750701265258

Cited by 25 publications

(18 citation statements)

References 33 publications

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“…For example, one research explored the differences in parental and peer attachment among American (M age = 23.0 years), Puerto Rican (M age = 29.7 years), and Indian (M age = 20.3 years) adult children, finding that Indian sample showed stronger attachment to parents while American sample had greater peer attachment (Pearson & Child, 2007). These results indicate that parental attachment varies across different cultures.…”

Section: Introductionmentioning

confidence: 88%

“…1 Sample items are ''I am angry at my mother'' (reverse score) and ''my mother respects my feelings''. This instrument has been extensively used in the literature, showing overall adequate psychometric characteristics in Chinese (Song et al, 2009), Italian (Pace et al, 2011) and Latin American samples (Pearson & Child, 2007).…”

Section: Parental Attachmentmentioning

confidence: 99%

“…Chinese, Italian, and Costa Rican adolescents answered the existing Chinese, Italian, and Spanish versions of this measure, respectively (e.g., Pace et al, 2011;Pearson & Child, 2007;Song et al, 2009). IPPA-R includes 25 items measuring the extent of Trust, Communication, and Alienation separately to each of the attachment figures with parallel wordings of items.…”

Section: Parental Attachmentmentioning

confidence: 99%

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Parental attachment among Chinese, Italian, and Costa Rican adolescents: A cross-cultural study

Delvecchio

Miconi

et al. 2014

Personality and Individual Differences

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Section: Introductionmentioning

confidence: 88%

Section: Parental Attachmentmentioning

confidence: 99%

Section: Parental Attachmentmentioning

confidence: 99%

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Parental attachment among Chinese, Italian, and Costa Rican adolescents: A cross-cultural study

Delvecchio

Miconi

et al. 2014

Personality and Individual Differences

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“…Contrasting to a study by Bahar [26] which concluded perceived social support from a friend had no effect on academic success. Also Pearson and Child [42] found that attachment to parents and peers is a major component in social competence and adjustment during college years. Moreover, Fass and Tubman [6] found that low attachment to both parents and peers did not automatically place students at risk for academic failure or social incompetence.…”

Section: Discussionmentioning

confidence: 99%

Effect of parents and peer attachment on academic achievement of late adolescent nursing students - A comparative study

Gemeay

Ahmed

Ahmad

et al. 2015

JNEP

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Background: Parental and peer attachment have been shown to affect students' academic performance and educational outcomes. Although low attachment to parents and peers was not the single predictor of poor academic performance, strong attachment was found to influence the college students' sense of self and promoted higher self-esteem. Objective: The aim of this study was to investigate the effect of parents' and peer attachment on academic achievement of late adolescent nursing students and compare this effect among Saudi and Egyptian students. In spite of that the total sample were taken from Arab countries, each sample differ in many ways mainly the conservative culture and economic status that was reflected in parent and peer attachment among both countries which foster the researcher to compare it. Methods: Design: Comparative study design was used for this study should be added here after the methods. Setting: This study was conducted in the Faculty of Nursing-University of Dammam-KSA and Faculty of Nursing-Assuit University-Egypt. Subject: A total subject of 492 nursing students was enrolled in the study (which is representative of the nursing students from level 3 to level 8). Tool: Two tools were used for this study. Tool I: demographic data of the students & GPA. Tool II: Attachment inventory scale The IPPA consists of 25 items for the mother, 25 items for the father, and 25 items for the peers. A comparative study design was used and a self-report questionnaire with a five point Likert scale response was filled by the study subject. Results: Attachment of Egyptian students to their peers was significantly higher than Saudi students. A significant subscales of attachment between Saudi and Egyptian students were mother's alienation and peer alienation, high parent and high peer attachment group working more better on academic achievement, however the low parent and peer attachment group wasn't considered as the single predictor of poor academic performance. Conclusions: Parent's attachment in our study appears to have no effect on academic achievement of both countries. Peer attachment seemed to have a significant effect on academic performance for Egyptian students and not for Saudi students.

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“…In general, group cohesiveness, emotional interdependence, obligation, and group solidarity are characteristics of collectivistic societies whereas personal autonomy, emotional independence, singular actions, and personal goals are related to individualistic societies (Pearson & Child, 2007;Triandis, 1989). As Pakistan is a collectivist culture, the social pattern is characterized by differences in things such as family living arrangements (e.g., collectivism tends to larger families and extended families living under the same roof), social behavior (e.g., collectivists tend to show greater conformity to group norms), beliefs, political ideologies and so on.…”

mentioning

confidence: 99%

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

Jibeen¹,

Khan²

2016

REMIE

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This research has developed The Academic Achievement Risk Assessment Scale [AARS], for identification of the factors which influence performance of undergraduate (448 students); studying at three universities of Lahore, Pakistan. An 18-item scale, with five distinct factors was developed which included lack of motivation, dysfunctional parental practices, parental involvement in drug abuse or antisocial activities, difficulty with peers, and language barrier. The results revealed differences among low, medium and high academic CGPA groups as all five risk factors were significantly related to the low achieving group. The study has implications for teachers, counselors, and policy makers in the field of learning

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A Cross-Cultural Comparison of Parental and Peer Attachment Styles among Adult Children from the United States, Puerto Rico, and India

Cited by 25 publications

References 33 publications

Parental attachment among Chinese, Italian, and Costa Rican adolescents: A cross-cultural study

Parental attachment among Chinese, Italian, and Costa Rican adolescents: A cross-cultural study

Effect of parents and peer attachment on academic achievement of late adolescent nursing students - A comparative study

Development of an Academic Achievement Risk Assessment Scale for Undergraduates: Low, Medium and High Achievers

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