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Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development

Groh, AM; Fearon, RMP; Van IJzendoorn, MH; Bakermans-Kranenburg, MJ; Roisman, GI; (2016) Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development. Child Development Perspectives , 11 (1) pp. 70-76. 10.1111/cdep.12213. Green open access

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Abstract

After decades of research on early attachment relationships, questions remain concerning whether the evidence supports claims made by attachment theory, in particular, that variation in early attachment predicts children’s developmental adaptation or maladaptation, and that characteristics of children’s temperament does not determine attachment. To evaluate these claims, we conducted meta-analyses on early attachment and children’s social competence with peers, externalizing problems, internalizing symptoms, and temperament. In this article, we summarize our findings, which support attachment theory—though we note caveats. We also call for new measurement models, a focus on mediating and moderating mechanisms, and multisite replications.

Type: Article
Title: Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development
Open access status: An open access version is available from UCL Discovery
DOI: 10.1111/cdep.12213
Publisher version: http://dx.doi.org/10.1111/cdep.12213
Language: English
Additional information: © 2016 The Authors. Child Development Perspectives © 2016 The Society for Research in Child Development.This is the peer reviewed version of the following article: Groh, AM; Fearon, RMP; Van IJzendoorn, MH; Bakermans-Kranenburg, MJ; Roisman, GI; (2016) Attachment in the Early Life Course: Meta-Analytic Evidence for Its Role in Socioemotional Development. Child Development Perspectives, 11 (1) pp. 70-76, which has been published in final form at 10.1111/cdep.12213. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.
Keywords: Attachment, meta-analysis, child adjustment
UCL classification: UCL
UCL > Provost and Vice Provost Offices
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences
UCL > Provost and Vice Provost Offices > School of Life and Medical Sciences > Faculty of Brain Sciences > Div of Psychology and Lang Sciences > Clinical, Edu and Hlth Psychology
URI: https://discovery.ucl.ac.uk/id/eprint/1522660
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