Early Attachment Security: Relations with Cognitive Skills and Academic Achievement

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Sara M. Loudermilk (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Susan Calkins

Abstract: This study examined the role of attachment security in the development of children's cognitive skills and academic achievement. Of particular interest was whether these associations were moderated by gender, parenting stress, SES, and child IQ. The current sample utilized data from 45 boys and 55 girls who are part of an ongoing longitudinal study. A series of hierarchical regression models were conducted to explore the associations between 2-year olds' attachment security and their cognitive and academic functioning when they were 7-years old. Results indicated that attachment security alone predicted academic achievement, but not specific cognitive skills. Attachment security interacted with SES and child IQ, however, to predict impulsivity and goal maintenance. These results confirm the necessity for educators and mental health professionals working with children to pay attention to the environmental influences on cognitive development.

Additional Information

Language: English
Date: 2007
Attachment, Achievement, Mother-Child Interactions, Cognitive Skills

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