Attachment and self-integration in emerging adults
By: Laura M. Hsu
Contributors: Harvard University. Graduate School of Education
Published: 2009
Language: eng
Number of pages: 126
Subjects: Adolescent psychology; Self-perception in adolescence
Description: The first of two papers presented here reviews literature from the fields of self-integration, cognitive development, and attachment theory to converge on an important point: Cognitive capacities are necessary for the integration of differentiated self-representations; however, beyond requisite cognitive skills, attachment relationships may help to explain individual differences in self-integration. The second paper empirically tests the premise of the first paper. Two studies examined the association between attachment style and within-role conflict (conflict experienced among self-representations in the same relationship) across six different social roles, including best friend, mother, father, sibling, romantic interest, and school. Study 1 focused on general attachment models (indicated by anxiety and avoidance levels) in predicting the amount of aggregate conflict experienced across all six social roles. Study 2 examined how relationship-specific models of attachment were associated with within-role conflict in individual relationships. General and relationship-specific attachment styles were assessed for 171 emerging adults (ages 18 to 29). Of the 171 emerging adults, 40 were recruited to do a Self-in-Relationships (SIR) Interview. The interviewees represented ten individuals from each of the four attachment types: Secure (low anxiety, low avoidance); Fearful-Avoidant (high anxiety, high avoidance); Preoccupied (high anxiety, low avoidance); and Dismissing (low anxiety, high avoidance). Results from Study 1 indicate individuals high in general anxiety experienced more within-role conflict than individuals low in general anxiety. Older participants also experienced more within-role conflict than younger participants, suggesting within-role conflict increases with age among emerging adults.

Results for Study 2 show individuals with secure attachments to school had more within- role conflict for school than individuals with a fearful-avoidant, preoccupied, or dismissing attachment to school. Collectively, these results suggest that while general attachment models may provide insight into aggregate patterns of self-perceptions in different relationships, it is important to also examine relationship-specific attachment models to understand how people construct identities in individual relationships. These results will be discussed in the context of emerging adulthood, a unique developmental period in industrialized societies characterized by frequent life transitions, the formation of new and significant relationships (i.e., romantic partners), and the shifting in importance of old relationships (i.e., parents and siblings).
Notes: Vita.

Thesis (Ed. D.)--Harvard Graduate School of Education, 2009.

Includes bibliographical references (leaves 106-116).