The Correlation between Parent-Child Attachment and Psychosocial Well-Being of Elementary School Students
DOI:
https://doi.org/10.22460/pej.v10i1.7056Keywords:
Parent-Child Attachment Style, Psychosocial Aspects, Elementary Students, Well-BeingAbstract
This study aimed at examining a correlation between parent-child attachment and psychosocial well-being of elementary school students. A secure attachment between a child and primary attachment figures provides a stable emotional foundation. These figures may include parents, guardians, or classroom teachers, helping the child develops a sense of trust, internal security, and emotional regulation skills necessary for adaptation in social and academic environments. This research was conducted quantitatively involving 73 students and 77 attachment figures (73 parents or guardians and 4 homeroom teachers) selected using stratified random sampling. The data collected through a questionnaire covering three dimentions of psychosocial well-being, namely: self-confidence (belief in one's abilities), self-esteem (positive evaluation of one's worth), and academic resilience (ability to persist in the face of learning difficulties). Through the correlation analysis, this study showed a significant positive relationship between the parent child attachment and each of the three dimentions of psychosocial well-being. These findings confirm that the more secure the attachment, the better the child's psychosocial functioning; and highlight the important role of family dynamics and other attachment figures in supporting children's well-being during the lower primary grades.
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