study of the relationship between attachment and social skills and coping skills

8/10/2019 Study of the Relationship Between Attachment and Social Skills and Coping Skills

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Journal of Social Issues & Humanities, Volume 1, Issue 2, July 2013ISSN 2345-2633

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Study of the Relationship between Attachmentand Social Skills and Coping Skills

Leili Madah

AbstractThe present study aims to investigate the relationship between attachment and social skills and coping skills. The statistical

community in this study comprises all preschool children in Qom pre-province. The statistical sample of this study is 72 people who have

been chosen and studied with cluster random sampling method. Data collection tool include attachment quality assessment and semi-

structured interview with mothers as well as child-mother observation and interaction and social skills and coping skills evaluation and also

Social Adjustment Inventory. Stepwise regression analysis, variance analysis as well as Chi-square statistical method have been used to

analyze data. The conclusions obtained indicate that there is a significant relationship between child-mother attachment quality and social

skills and the method of coping with stress.

Index TermsSecure Attachment, Social Skills, Coping with Stress.

1 INTRODUCTION

newborn baby is ready to divulge the kind of behaviors

that is neither the result of pre-learnt materials nor isbased on reduced drives. According to revolutionarytheory of these patterns, they have much value in terms ofcompatibility (Balbi, 1969). According to Balbi, the main con-clusion of the interaction between mother and child is creatinga kind of emotional state between mother and child which iscalled attachment (Balbi, 1969). Enizoreth et.al (1978) indicatedthat it is the maternal emotional relationship that causes thechild follows comfort resulted from his/her mother, especiallywhen he/she feels cowardice and insecurity (Enizoreth et.al,1978). Theoreticians maintain that all normal children havefeelings of attachment and it forms the bases of healthy emo-tional and social development in the adulthood. On the otherhand, being socialized is also a process in which one's norms,skills, motives and behaviors are shaped in order for his/herpresent or future roles in a suitable society is recognized. Thisprocess is began since the child is born in which some indi-viduals and groups of people as well as some organizationshave key role. However, due to the fact that maternal role informing the initial development of the child is generally morethan others, the main steps for the child to be socialized aretaken by his/her mother (Kean-translated by Fadaie, 1997).Obtaining the social skills is also one of the components ofbeing social in all cultures in this regard which is mainly di-vided into three cognitive, behavioral and emotional branches(Dehghan, 1997). By coping skills, it means the efforts under-taken to control and monitor evaluated as dangerous and

stressful situations (Lazarous and Folkman, 1984). Lazarousand Folkman identified two main forms of coping skills: prob-lem-focused coping and emotion-focused coping. The studiesconducted regarding the relationship between coping meth-ods and stress and mental adjustment indicate that the adoles-cents who have problem-focused coping methods are facedwith less crises and have less emotional and adjustment prob-lems (Lazarous and Folkman, 1984). In their studies per-

formed, Paterson Preaver and Filed (1995) indicated that there

is a significant relationship between adolescent's attachmentquality to their parents and being utilized of their supportwith one's coping abilities (Paterson Preaver and Filed, 1995)Mico Leseenber (1998) showed in his study that those who areknown as securely attached are more quickly adapted andhave problem-focused coping strategy and also seek other'shelp in the time of occurring problems (Mico Leseenber, 1998)Sekanda (1994) indicated that the girl's experiences of attach-ment with her father cause that her abilities to have a healthyand an efficient relationship is formed in the adulthood(Sekanda, 1994). Accordingly, given the present study aimingto determine the relationship between attachment and sociaskills and coping skills, it has been attempted in this study toshow that:- Is there a relationship between mother-child attachmentquality and the development of social skills in the child?- Is there a relationship between mother-child attachmentqualities with the type of stress?- How much is the power of predicting social skills in terms ofattachment quality?

2 RESEARCH METHOD

The current study has been conducted with the aim of investigating the relationship between attachment quality andsocial skills and also coping skills. The statistical sample of thisresearch includes 72 people who have been selected with clus-

ter random sampling method out of Qom province's kindergartens.

3 RESEARCH TOOL

To determine mother-child attachment quality, semi-structured interview with the subject's mothers and observingthe first reaction of the child in the mother's reunion with thechild in the time of going out of kindergarten have been used.The tools used to assess social skills and coping skills are asfollows:

A

Department of Psychology, Islamic Azad University, Science and ResearchBranch, Karaj, Iran


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Statistical analysis method: multivariate variance analysis sta-tistical method and stepwise regression analysis have beenused to investigate the relationship between attachment quali-ty and the development of children's social skills. Chi-squarestatistical method has been used to study the relationship be-tween mother-child attachment quality and the type of copingwith stress.

TABLE 1descriptive data associated with attachment quality and vari-

ous levels of subject's social skillshavioral catego-/attachment quali-

and nature

Bond seek-ing

cooperation Disregarding Aggression

y Secured 18.9 4.2 6.8 2.3 4 3 8.4 3.5

Non-secured

9.8 4.2 2.1 2.24 7.5 3 14.4 3.4

Total 14.3 4.17 4,46 2.23 5.7 3 11.4 3.4

l Secured 21.8 4.18 7.2 2.2 5.2 3 4 3.46

Non-secured

13.6 4.16 3.8 2.25 9.5 3 7.4 3.37

Total 17.7 4.17 5.49 2.3 7.34 3 5.68 3.38

Secured 20.3 4.48 6.69 2.3 4.6 3.13 6.2 3.54

Non-secured

11.7 4.33 2.99 2.3 8.46 3.07 10.9 3.5

Total 15.76 6.23 5.08 3.17 6.11 3.6 9.5 5.04

Cooperation between predictor variables (quality, attach-ment and gender) and criterion variables.

TABLE 2Mean and Standard deviation of components of Mental Health

InventoryPredictor/criterion Bond-

seekingCooperation Disregarding Aggression

Attachment 0.07* 0.68* -0.638* -0.54*Gender -0.247* -0.133 0.191 -0.53*

Mutual impact 0.339* 0.437* -0.365* -0.147*

TABLE 3Summary of multivariate variance analysis on the main im-

pact of correlationTest name value F sig

0.799 pillais 44.624 0.000

Hotelling 3.984 44.624 0.000

Willks 0.201 44.624 0.000

Roy 3.984 44.624 0.000

TABLE 4stepwise regression of the various levels of social skills on at-tachment, gender and mutual impacts of attachment and gen-

derCriterion Predictor

variableR2 F Sig DR2 DF Sig

Bond seek-ing

Attachment 0.503 62.7 0.000 0.503 62.7 0.0

Gender 0.572 40.73 0.000 0.069 9.81 0.0

Mutualimpact

0.573 26.85 0.000 0.001 0.188 0.6

Cooperation Attachment 0.463 54.29 0.000 0.463 54.26 0.0

Gender 0.480 28.58 0.000 0.017 2.01 0.1

Mutual

impact

0.493 19.77 0.000 0.013 1.6 0.2

Disregarding Attachment 0.291 29.94 0.000 0.292 25.94 0.0

Gender 0.344 16.25 0.000 0.052 4.94 0.0

Mutualimpact

0.345 10.7 0.000 0.001 0.114 0.7

Aggression Attachment 0.266 22.84 0.000 0.266 22.84 0.0

Gender 0.551 37.97 0.000 0.285 39.25 0.0

Mutualimpact

0.569 26.85 0.000 0.019 2.62 0.1

TABLE 5relationship between coping with stress methods and attach-

ment qualityCoping/attachment

Problem-focused

Emotion-focused

Secured 25 10

Non-secured

13 17

Total 38 65

X=5.25 df=1 P


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ior can be predicted to some extent based on gender(Dr2=0.69, P

study of the relationship between attachment and social skills and coping skills

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