Attachment relationship with parents and Taiwanese middle-aged adult children’s filial anxiety: The mediating role of dual filial piety beliefs

Given the aging of the global population, the experience of adult children preparing to care for their aging parents is increasingly valued. In this article, I not only examined the associations between Taiwanese adult children’s attachment relationships with parents and their experience of filial anxiety but also took a psychocultural perspective to explore the mediating role of filial piety, the most representative value in the Chinese family. I collected survey data from 1305 middle-aged Taiwanese adults over 40 years old whose father or mother was alive and over 65 years old. The results from the first model for both father–child and mother–child datasets showed that secure attachment relationships with parents had a significant positive association with adults’ parental-welfare-focused filial anxiety B (FAB) but a significant negative association with their caregiver-role-focused filial anxiety A (FAA). The results from the second analysis indicated that secure attachment relationships with parents, for both father–child and mother–child datasets, had a significant positive association with adults’ endorsement of reciprocal filial piety beliefs, which significantly related to higher levels of FAB but lower levels of FAA. For both the father–child and mother–child datasets, secure attachment relationships with parents also had a significant positive association with their endorsement of authoritarian filial piety beliefs. Subsequently, their endorsement of authoritarian filial piety belief significantly related to a higher level of FAB in only the mother–child dataset. In conclusion, these findings broaden the understanding of adult children’s experience of filial anxiety that could be related to their attachment relationship with parents and their endorsement of reciprocal and authoritarian filial piety.

Quality of attachment relationships and frequency of mathematics- and science-related activity offers in kindergarten as predictors of girls' and boys' mathematics-related motivation

During the kindergarten years and until shortly before school start, there are no gender differences in (precursors of) mathematical competencies or mathematics-related motivation. Shortly after school entry, however, boys are already superior to their female peers in mathematics-related competencies and motivation. We investigated in a cross-sectional study two aspects of process quality in kindergarten that can favorably influence the development of mathematics-related motivation, especially of girls: the frequency of offers of mathematics- and science-related activities and a high-quality attachment relationship with the teacher. In 135 independent dyads, the quality of attachment between kindergarten teacher and child was assessed by a one and a half-hour standardized observation (Attachment Q-Set). The teacher provided information on how often she provides mathematics- and science-related activities. The children were asked about their mathematics-related motivation and precursors of mathematical competencies were measured using a standardized test. Results show, in line with existing studies, that girls and boys did not yet differ in their precursors of mathematical competencies and mathematics-related motivation at the end of kindergarten. Girls were involved in significantly higher quality attachment relationships with their teachers than boys. While girls' mathematics-related motivation increased with the frequency of the provision of relevant activities, it did not play a role for boys' motivation. We discuss (a) how teachers can be encouraged to offer mathematics-and science-related activities more often and (b) whether a comparable quality of attachment would be shown for boys as for girls if the kindergarten teacher were male.

Thriving Through Relationships in Sport: The Role of the Parent–Athlete and Coach–Athlete Attachment Relationship

The aim of this research was to examine whether attachment relationships to significant others, such as to parents and/or sports coaches, enable thriving and competition performance within sport. Two studies employing cross-sectional and prospective designs were carried out across different samples of athletes of varied skill levels and sports. In Study 1, we found athletes’ attachment to their sports coach was significantly associated with athlete thriving and mediated by psychological needs satisfaction. Results of Study 2 found that athletes’ secure attachment to their mother and/or father positively predicted the experience of thriving at the competition while athletes’ insecure attachment did not predict thriving. Furthermore, athletes’ attachment to both mother and father did not predict competition performance. Together, these two studies acknowledge the significant role that athletes’ secure attachment relationships with parents and coaches play in facilitating thriving in athletes. These findings have significant implications for research and practice.

Co-creating secure attachment imagery to enhance relational healing

All treatments for adult attachment insecurity include in some form a set of principles and methods that can be termed therapist-as-good-attachment-figure. This relational context is widely and appropriately accepted as a foundation for any attachment-focused therapy. After highlighting some of the principles of this approach, this article describes a therapeutic model that includes using patient-and-therapist co-created imagery of positive attachment experience. This imagery method is intrapersonal, in that it focuses on the patient's inner experience of mental representations of attachment relationships; it is interpersonal, in that the process calls upon the therapist to be highly attuned and responsive — as a good attachment figure — to the patient experiencing the imagery; and it is metainterpersonal, in that the patient experiences the imagined interaction with the positive attachment relationships in the context of the therapist supporting and participating in the process. The use of imagery in this way can be a valuable contribution towards relational healing and adult earned secure attachment.

Early Attachment to Mothers and Fathers: Contributions to Preschoolers' Emotional Regulation

Children acquire and develop emotional regulatory skills in the context of parent-child attachment relationships, nonetheless empirical studies have focused mainly on mother and less information is available regarding the role of both parent-child attachment relationships. Furthermore, despite its importance, there is no information regarding preschool years. This study aims to fill this gap by exploring the potential influences of both mother-child and father-child attachments on preschooler's later emotion regulation observed in the peer group. Fifty-three Portuguese nuclear families (mother, father and focal child) participated in the study; 47% of the children were boys and 53% were girls. Attachment Security was assessed at home using the Attachment Behavior Q-set when children were 3 years of age, and emotion regulation was observed in the preschool classrooms attended by the children at age 5, using the California child Q-sort to derive an Emotion Regulation Q-Scale. Results showed that the combined influence of both parent-child attachment security predicted better emotion regulation results, than did the specific contributions of each parent per se. Findings are consistent with integrative approaches that highlight the value of including both mother- and father-child attachment relationships, as well as their combined effect, when studying emotion regulation.