Direct and indirect pathways to kindergartners' school adjustment: Roles of children's parent and friendship representations

Abstract

In this study, we investigated the direct and indirect associations between children's attachment representations of parents and their representations of friendships with their reported feelings about school (school liking and avoidance). A story completion task was administered to 91 preschool children to assess attachment security with their parents. Approximately three months later, the children completed a story completion task about friendships and provided information about their feelings toward school. Children's attachment representations with their parents were positively associated with school liking and negatively associated with school avoidance. Similarly, attachment security with parents was associated with children's positive friendship representations. The indirect effects of children's positive friendship representations on the associations between attachment security with parents and school liking and avoidance were significant. These results revealed the potential importance of children's representations of close relationships for the development and maintenance of their adjustment to school.