We wish to thank the families who participated in this project. We also thank Amy C. Stevens for her help with data collection and data coding. We wish to thank Stevan Hobfoll and Thomas J. Beradt for their comments on a draft of this article, Cindy Hazan for her contributions in developing items for the Security scale, and Susan Harter for her assistance in collecting pilot data. Copies of the Security scale and observational rating scales are available from Kathryn A. Kerns.

The purpose of this paper is to evaluate the theory and evidence for the links of parent-child attachment with internalizing problems in childhood and adolescence. We address three key questions: (a) how consistent is the evidence that attachment security or insecurity is linked to internalizing symptoms, anxiety, and depression? (b) How consistent is the evidence that specific forms of insecurity are more strongly related to internalizing symptoms, anxiety, and depression than are other forms of insecurity? (c) Are associations with internalizing symptoms, anxiety, and depression consistent for mother-child and father-child attachment? The current findings are consistent with the hypothesis that insecure attachment is associated with the development of internalizing problems. The links between specific insecure attachment patterns and internalizing problems are difficult to evaluate. Father-child and mother-child attachments have a comparable impact, although there are relatively few studies of father-child attachment. No moderators consistently affect these relations. We also propose two models of how attachment insecurity may combine with other factors to lead to anxiety or depression.

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Research on parent-child attachment and parental child rearing practices has been pursued independently. The purpose of the present study was to test whether a secure attachment relationship is related to parental monitoring and child efforts to contribute to the monitoring process. This question was examined in a cross-sectional study of third- and sixth-grade children and their parents. Attachment-based measures were used to tap child and parent perceptions of attachment. Monitoring (i.e., parents' awareness of children's whereabouts and activities) was assessed through phone interviews with children and parents. Child contributions to monitoring were assessed with parent and child questionnaires. A more secure attachment was related to closer monitoring and greater cooperation by the child in monitoring situations, especially at sixth grade. The findings illustrate the importance of embedding attachment within a larger child rearing context.

Associations between insecure attachment and sexual experiences were tested in a sample of 328 college students. Variations in adult attachment previously have been shown to relate to sexual behaviors, with the current study extending earlier work by examining different sexual outcomes and by testing factors that may account for these relations. Avoidant attachment was expected to relate to engagement in casual sex (i.e., a greater number of sexual partners and lower percentage of partners within committed relationships), with less restrictive sexual beliefs mediating the relations. In contrast, anxious attachment was expected to relate to more unwanted but consensual sexual experiences, and to more negative affect about sexual experiences, with low self‐esteem mediating the relations. Results showed some support for the hypotheses. Avoidant attachment was related to the type (but not number) of sexual partners, with sexual beliefs mediating the relations. A greater number of unwanted but consensual sexual experiences related to anxious and avoidant attachment for women and to avoidant attachment for men. Anxiety related to negative affect for women and men, and self‐esteem served as a partial mediator of these relations.

Contrary to the substantial amount of research on infant, preschool, adolescent, and adult attachment, middle childhood has long been neglected by the international attachment research community. In the past two decades, however, there has been a steep increase in research focusing on middle childhood attachment. This article provides an overview of past research, with a focus on the characteristics of secure versus insecure attachment at this age period, and an understanding of the different approaches to measure attachment. The article demonstrates the relevance of past middle childhood attachment research for both developmental psychologists and clinicians trying to understand the importance of middle childhood in individuals' development across the life span.

Although a number of measures have been developed to assess parent-child attachments, validity data on middle-childhood measures are lacking. The present study tested attachment-based measures of parent-child relationships designed for the later middle-childhood years (9-12 years of age). Self-reports from children assessed perceptions of security and avoidant and preoccupied coping. Some children also completed a projective interview assessing attachment state of mind. Mothers and fathers reported their willingness to serve as an attachment figure and were rated for responsiveness. Data were collected from a cross-sectional sample of 3rd and 6th graders and their parents. A 2-year follow-up on the younger sample provided data on the stability of the measures. There were modest associations across the different measures and moderate to high stability. The attachment-based measures were also related to teacher ratings of children's school adaptation.

Although a link between attachment and peer relationships has been established, the mechanisms that account for this link have not been identified. The 1st goal of this study was to test emotion regulation as a mediator of this link in middle childhood. The 2nd goal was to examine how different aspects of emotion regulation relate to peer competence. Fifth graders completed self-report and semiprojective measures to index mother-child attachment, mothers reported on children's emotionality and coping strategies, and teachers reported on children's peer competence. Constructive coping was related to both attachment and peer competence, and mediated the association between attachment and peer competence, suggesting that emotion regulation is one of the mechanisms accounting for attachment-peer links. Constructive coping was more strongly associated with peer competence for children high on negative emotionality than for children low on negative emotionality. According to attachment theory, the quality of parent-child attachments has implications for the nature of children's interactions and relationships with people outside the family, including peers (Bowlby, 1973; Sroufe & Fleeson, 1986). Numerous studies have confirmed a link between parent-child attachment and the quality of peer relationships. Attachment security in mother-child relationships (and, in some studies, father-child relationships) has been related to traitlike patterns of behavior around peers such as tendencies to be aggressive or sociable