Configurations of mother–child and father–child attachment relationships as predictors of child language competence: An individual participant data meta-analysis

Or Dagan, Carlo Schuengel, Marije L. Verhage, Sheri Madigan, Glenn I. Roisman, Kristin Bernard, Robbie Duschinsky, Marian Bakermans-Kranenburg, Jean François Bureau, Abraham Sagi-Schwartz, Rina D. Eiden, Maria S. Wong, Geoffrey L. Brown, Isabel Soares, Mirjam Oosterman, R. M.Pasco Fearon, Howard Steele, Carla Martins, Ora Aviezer

Research output: Contribution to journalArticlepeer-review

Abstract

An individual participant data meta-analysis was conducted to test pre-registered hypotheses about how the configuration of attachment relationships to mothers and fathers predicts children's language competence. Data from seven studies (published between 1985 and 2014) including 719 children (Mage: 19.84 months; 51% female; 87% White) were included in the linear mixed effects analyses. Mean language competence scores exceeded the population average across children with different attachment configurations. Children with two secure attachment relationships had higher language competence scores compared to those with one or no secure attachment relationships (d =.26). Children with two organized attachment relationships had higher language competence scores compared to those with one organized attachment relationship (d =.23), and this difference was observed in older versus younger children in exploratory analyses. Mother–child and father–child attachment quality did not differentially predict language competence, supporting the comparable importance of attachment to both parents in predicting developmental outcomes.

Original languageEnglish
JournalChild Development
DOIs
StateAccepted/In press - 2023
Externally publishedYes

Bibliographical note

Publisher Copyright:
© 2023 The Authors. Child Development © 2023 Society for Research in Child Development.

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Education
  • Developmental and Educational Psychology

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