This article presents theoretical arguments and supporting empirical evidence suggesting that attachment experiences in early life may be important in the later development of self-regulation and conscientious behavior. Analyses of data from the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development (NICHD Early Child Care Research Network, 2005; N = 1,149) were conducted to test the association between attachment, measured at 15 and 36 months, and 3 measures of self-regulation (social self-control rated by teachers, task persistence as measured by observers in a series of lab tasks, and a continuous performance test) between Grades 1 and 5. Mediational analyses were also conducted to test whether self-regulation mediates the effect of attachment on children’s engagement with learning in the classroom, as measured by direct observation. The results confirmed the hypothesis that attachment would be related to later self-regulation, but only for social self-control, and attentional impulsivity, not task persistence. Furthermore, social self-control at Grade 1 mediated the effect of attachment (at both 15 and 36 months) on school engagement at Grade 5, even when Grade 1 school engagement was statistically controlled. The discussion focuses on the potential importance of early attachment experiences for the development and maintenance of conscientiousness across the lifespan.

Purpose. Past research has frequently demonstrated the impact of life adversity on the behaviour and mindset of individuals. In terms of the formal police interview, the experience of negative life-events may have an effect upon interviewee performance. This study, therefore, aims to investigate how negative life-events may influence interviewee performance on the Gudjonsson suggestibility scale (GSS). Moreover, selfesteem will also be investigated in relation to both the experience of negative life-events and interrogative suggestibility.Method. Sixty participants were administered the GSS1. In between the immediate and delayed recall phases, interviewees were asked to complete the culture-free selfesteem inventory, the life-events questionnaire and the Eysenck personality questionnaire.

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