From trust in caregivers’ support to exploration: The role of openness to negative affect and self‐regulation

Abstract

Attachment theory assumes that trust in caregivers’ support and exploration are closely related. Little research tried to investigate this link, nor focuses on mechanisms that might explain this association. The present studies examined whether trust is related to exploration through a serial indirect effect of openness to negative affect and self‐regulation. In Study 1, 212 children, aged 8–13, completed questionnaires assessing trust, openness to negative affect, self‐regulation and exploration. The results showed that trust predicted exploration, but only to the extent to which openness to negative affect and self‐regulation were involved too. Study 2 refined these findings (n = 59, aged 9–12) using a behavioral measure of openness to negative affect and exploration, and with mother‐reported self‐regulation. Replicating this serial indirect effect of openness to negative affect and self‐regulation with multiple informants and methods, the present studies advance our understanding of how trust might foster exploration in preadolescence.

In safe hands: Attachment figures’ safety properties and the link with attachment style

“…In Hornstein et al (2017) it was found that when a picture of an attachment figures was paired with a neutral stimulus during threat learning, fear acquisition for the neutral stimulus was inhibited as compared to fear acquisition with a neutral stimulus that had been paired with a picture of a stranger. This is also in line with attachment theory, as research suggests that secure attachment facilitates autonomous exploration of the environment, which can only be achieved if fear for potential threats get to some extent contained even when attachment figures are not physically present (Heylen et al, 2019).…”

The Implementation of Scientific Approach-Based Project Learning Method to Stimulate The Early Child's Autonomy

“…The teacher also invites children to ask questions about the theme of the project so that the child gets information and understands the project to be made. Bowlby (in Heylen et al, 2019) argued that children's repeated experiences with teacher support during proximity-seeking and exploration in trust about teacher availability and support or the belief that teacher will be available if needed. Trust fosters exploration because children who have trust in teacher support believe that when exploration leads to elevated levels of distress as a consequence of getting hurt, scared or sad, their teacher will be there for them to provide proximity and support.…”

Security of attachment and trust beliefs in close others during middle childhood

“…Waters and Deane (1985) proposed that an infant's trust in his or her care provider was shown by his or her use of the care provider as a secure base, which allowed him or her to explore the environment (also see Heylen et al, 2019). Attachment theorists have proposed that securely attached children develop an IWM, which includes a sense of trust in others and positive thoughts regarding the intentions of other people's behaviours (see Cohn, 1990;Lieberman, 1977).…”