A longitudinal study examined children's (N = 108) attachment representations in relation to behavior and academic competency at school during middle childhood and adolescence. Attachment representations were assessed from children's responses to a separation story at age 7 years. At ages 9, 12, and 15, teachers rated children on four dimensions of school behavior: attention-participation, extroversion, disruptive behavior, and insecurity about self. Children's grade point average (GPA) in school was also examined. Children's attachment representations (secure vs. insecure) did not predict either disruptive behavior or extroversion, but they were significantly linked to attentionparticipation, insecurity about self, and GPA, with secure representations being associated with more favorable outcomes. The study controlled for social class, gender, 1Q, perspective-taking ability, and prior competency.According to Bowlby (1987), internal representations that children build up of (heir caregivers during the first years of life are a principal means by which early experiences influence later development and outcome. A child who has experienced supportive parents is likely to develop an internal representation of others as helpful and responsive, as well as a model of the self as worthy of respect and care. Children with secure representations are thus more prone to approach new experiences with confidence and trust. Children who have had experiences of rejection or neglect, in contrast, are likely to develop insecure attachment representations. These children are more vulnerable in approaching new people and situations, because they lack confidence that they will be responded to in a sensitive manner.Longitudinal studies that have examined mother-child attachment quality in the Strange Situation (Ainsworth, Blehar, Waters, & Wall, 1978) support the hypothesis that children's attachment patterns are related to later personal and interpersonal competencies. For instance, infants with a secure attachment to their mothers are more curious and persistent in toddlerhood (Arend, Gove, & Sroufe, 1979), are more empathic with peers, and show better self-esteem (Kestenbaum, Earber, & Sroufe, 1989) than children with insecure attachment. At age 6, they also engage in more favorable interactions with peers at school (Colin, 1990).
Less is known about the relation between attachment qualityWe contributed equally to the article. Listing of authorship was determined by coin toss. We thank Lisa Brinnand, Nancy Kaplan, and Judith Solomon, as well as Wolfgang Edelstein and his research team at the Max Planck Institute for Human Development and Education for continuing support and advice.