Attachment as an Organizational Construct for Affect,Appraisals, and Coping of Late Adolescent Females

The purpose of this study was to 1) compare general affective dispositions (depression and anxiety) and negative affect during interpersonal conflict as a function of attachment security, 2) examine appraisals as a function of attachment style and as predictors of coping, 3) compare strategies of coping with interpersonal conflict as a function of attachment style, and 4) investigate the roles of attachment style, affect, and appraisals in predicting coping in the context of interpersonal conflict. Seventy-three late adolescent females participated. Insecure participants reported higher levels of depression, anxiety, and negative affect during interpersonal conflicts. Insecure participants were more likely to cope with interpersonal conflicts through support seeking or avoidance. Hierarchical regression analysis indicated that general and specific attachment style, affect, and appraisals significantly predict coping strategies. Implications for general and specific models of attachment as organizational constructs and attachment as a predictor of coping with interpersonal and non-interpersonal stressors are discussed.     

School Socioeconomic Contexts and Adolescent Self-Descriptions in India

Many Western developmental theorists (e.g., Baumeister, 1986; Erikson, 1968) propose an increasingly autonomous self-construal during adolescence (e.g., Erikson, 1968). In this study self-construal among 191 older children and young adolescents (ages 9 through 16) from private and public schools in Madras, India, was assessed by means of the self attitudes instrument (Kuhn and McPartland, 1954) and the scoring system of Trafimow et al. (1991). Individuality in self-construal did not increase with age across all groups but was mediated by socioeconomic strata (SES, as indexed by school) and gender. Boys from high SES schools best conformed to the Western conceptualization of self-concept development. Boys from lower SES schools exhibited opposite patterns with higher group responses in the older age group. The findings highlight the importance of social context in individual development.