Attachment and Joint Problem‐Solving Experiences During the Preschool Period

Moss, Ellen; Gosselin, Catherine

doi:10.1111/j.1467-9507.1997.tb00091.x

Cited by 37 publications

(19 citation statements)

References 41 publications

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“…The hope model provides predictive and explanatory guidance regarding challenge emergence. In the process of overcoming challenge the individual develops new solution pathways and in doing so enhances his or her ability to adapt and confront the unfamiliar (Aldwin, Sutton, & Lachman, 1996;Moss, Gosselin, Parent, Rousseau, & Dumont, 1997). These learned pathways accumulate over time-building on one another in terms of both quantity and quality.…”

Section: Hopementioning

confidence: 95%

Hope, hopelessness, and coping: A framework for class‐distinctive cognitive capital

Henry

2004

Psychology and Marketing

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Evidence that a variety of psychological dispositions vary systematically with social class has been reported in the marketing literature over the last 50 years. However, recent work has been extremely limited. Research progress has been stifled because of poor conceptual specification and lack of an integrative framework capable of grounding these dispositions in theory. This article draws upon the psychology of coping-specifically harnessing hope/hopelessness theories-to develop a much-needed framework. This will facilitate clear conceptual specification of the psychological dispositions where social class distinctions have been proposed, and specify the relations between each of the dispositions. The term cognitive capital is introduced to capture the idea that one's mix of psychological dispositions operates as a system that can be thought of as an important type of resource that is gradationally distributed with social class level. This cognitive-capital system impacts life chances and quality-of-life outcomes via the predominant pattern of coping responses that are employed in dealing with the many adversities, threats, and challenges that life typically presents. The framework provides academics with a vehicle to progress understanding of these psychological phenomena, marketing communicators with an enriched picture of class-based distinctions, and public policy makers with an understanding of levers that contribute to social inequality.

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Section: Hopementioning

confidence: 95%

Hope, hopelessness, and coping: A framework for class‐distinctive cognitive capital

Henry

2004

Psychology and Marketing

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“…Infant attachment security also predicts later behaviour regulation with peers (Suess et al, 1992;Wein eld, Ogawa, & Sroufe, 1997), positive affect and motivation when faced with problem-solving tasks (Lü tkenhaus, Grossmann, & Grossmann, 1985), and more cooperative behaviour towards in challenging but not attachment-speci c situations (e.g., during joint problem solving; Moss, Gosselin, Parent, Rousseau, & Dumont, 1997).…”

Section: Attachment and Emotion Regulationmentioning

confidence: 98%

Attachment and adolescents’ emotion regulation during a joint problem-solving task with a friend

Zimmermann

Maier

Winter

et al. 2001

International Journal of Behavioral Development

121

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This study looks at adolescents’ emotion regulation patterns during a joint problem-solving situation with a friend, based on data from a longitudinal study. Specifically concurrent attachment representation, as assessed by the Adult Attachment Interview and earlier infant-father and infant-mother attachment patterns, as assessed by the strange situation procedure are used as predictors. A total of 41 adolescents participated in a complex problem-solving situation with their friends and were videotaped during their work. Emotional expression and cooperative and uncooperative, disruptive behaviour were assessed from the videotapes. Each participant completed an emotion self-rating during the task. The results show that the concordance between the two levels of assessment of emotion relates to attachment representation for the emotions sadness and anger. Depending on the intensity of specific emotions, adolescents with insecure attachment representations showed more disruptive behaviours towards their friend. This was also true for adolescents with insecure infant-father attachment patterns. The findings suggest that attachment organisation in adolescence and infancy influences the balance between autonomous and cooperative problem solving between friends.

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“…This is evident in all areas of coping. For example, affectively competent children have more complex language and metacognitive abilities than their less competent peers, including the capacity to explain their caregivers' absence, to generate alternate solutions to challenging situations, and to use self-talk to decrease current stress (Moss et al 1997;Normandeau and Gobeil 1998). Socially competent children have high levels of self-esteem, are curious, and develop a number of early interests that they pursue with confidence.…”

mentioning

confidence: 98%

Evaluating Child Coping Competence: Theory and Measurement

Moreland

Dumas

2007

J Child Fam Stud

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Much of the research on children's coping styles is based on a downward extension of adult coping theories. In a departure from this approach, coping competence theory seeks to account for children's ability to cope with daily challenges on the basis of developmental research. The theory, which states that challenges call for distinct coping skills in the affective, social, and achievement domains, was evaluated with an ethnically diverse sample of preschoolers. The study relied on confirmatory factor analysis of a parent-completed measure of coping to test the 3-factor model underlying the theory, and related those factors to parent and teacher measures of child functioning. Results supported the 3-factor model of coping competence and showed that each domain of coping was negatively correlated with parent and teacher ratings of child disruptive behavior. Coping competence theory held across child sex and age. Findings provide support for a 3-factor model of coping competence in early childhood and for the validity of the new parent-completed measure of children's coping styles refined in this study.

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Attachment and Joint Problem‐Solving Experiences During the Preschool Period

Cited by 37 publications

References 41 publications

Hope, hopelessness, and coping: A framework for class‐distinctive cognitive capital

Hope, hopelessness, and coping: A framework for class‐distinctive cognitive capital

Attachment and adolescents’ emotion regulation during a joint problem-solving task with a friend

Evaluating Child Coping Competence: Theory and Measurement

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