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Moss E, Bureau JF, Cyr C, et al. Correlates of attachment at age 3: construct validity of the preschool attachment classification system. Dev Psychol. 2004;40(3):323-34doi: 10.1037/0012-1649.40.3.323.
Moss, E., Bureau, J. F., Cyr, C., Mongeau, C., & St-Laurent, D. (2004). Correlates of attachment at age 3: construct validity of the preschool attachment classification system. Developmental psychology, 40(3), 323-34. https://doi.org/10.1037/0012-1649.40.3.323
Moss, Ellen, et al. "Correlates of attachment at age 3: construct validity of the preschool attachment classification system." Developmental psychology vol. 40,3 (2004): 323-34. doi: https://doi.org/10.1037/0012-1649.40.3.323
Moss E, Bureau JF, Cyr C, Mongeau C, St-Laurent D. Correlates of attachment at age 3: construct validity of the preschool attachment classification system. Dev Psychol. 2004 May;40(3):323-34. doi: 10.1037/0012-1649.40.3.323. PMID: 15122960.
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Dev Psychol. 2004 May;40(3):323-34. doi: 10.1037/0012-1649.40.3.323.

Correlates of attachment at age 3: construct validity of the preschool attachment classification system.

Developmental psychology

Ellen Moss, Jean-François Bureau, Chantal Cyr, Chantal Mongeau, Diane St-Laurent

Affiliations

  1. Department of Psychology, Université du Québec a Montréal, Montreal, Quebec, Canada. [email protected]

PMID: 15122960 DOI: 10.1037/0012-1649.40.3.323

Abstract

This study examined correlates of attachment at age 3 to further validate preschool separation-reunion measures. Three-year-olds (N = 150) and their mothers participated in a separation-reunion protocol, the Preschool Attachment Classification System (PACS: J. Cassidy & R. S. Marvin with the MacArthur Working Group on Attachment, 1992), and a mother-child interaction session during a laboratory visit. Mothers also completed psychosocial measures and, along with teachers, evaluated child behavior problems. The secure and disorganized groups received, respectively, the highest and lowest interaction scores. Disorganized children showed a higher level of teacher-reported externalizing and internalizing problems than did secure children. Mothers of insecure children reported higher child externalizing (all insecure groups) and internalizing (avoidant group) scores, more personal distress related to emotional bonding (disorganized group), childrearing control (ambivalent group), and child hyperactivity (avoidant group). Results strongly support the validity of the PACS as a measure of attachment in 3-year-olds.

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