Psyc 621: | Psychology

Research Requirement:

ResearchPaperOutlineTemplate.docx PSYC 621 Research Paper: Outline Template Title Page Introduction Thesis statement: one sentence that states the focus of your paper 1. Key Points (include 3–5 main points) 0. Point 1 0. Point 2 0. Point 3 0. Point 4 0. Point 5 Body of Paper Topic sentence and supporting research for each of your key points. Use the same order as in the introduction. Utilize all 12 article references. 1. Research Concept/Finding 0. Supporting evidence 0. Connect to next concept/finding 1. Research Concept/Finding 1. Supporting evidence 1. Connect to next concept/finding 1. Research Concept/Finding 2. Supporting evidence 2. Connect to next concept/finding Conclusion Restate your thesis and summarize main points. Discuss the connection between attachment in childhood and spiritual development. What is the influence of attachment on subsequent spiritual development? Scriptural citations are required here. References At least 12 peer-reviewed journal article references Page 2 of 2 ResearchPaperOutlineAssignmentInstructions.docx PSYC 621 Research Paper: Outline Assignment Instructions Overview Organizing and integrating information from multiple sources is an important part of developing a strong research paper. As graduate students, it is important to be able to develop this process for writing and developing a research paper. This Research Paper: Outline Assignment is intended to encourage you to start thinking about the research paper in more specific terms. The paper will require a great deal of thought and time to be done well. The outline is to be used as an organizational tool to help you draft a piece of writing. This assignment is intended to help you organize your thoughts and visualize the overall format of your paper. Instructions In this course, you will write a research paper that discusses and evaluates the current research in the field of attachment. For this Research Paper: Outline Assignment, all 3 parts of your paper should be represented in an outline that you create, including the introduction, body and conclusion. Please be sure to include a title page and references page. · Begin your introduction by clearly stating the purpose of your paper · Summarize 3-5 major points you plan to cover in the paper · Present your thesis statement, located at the end of your opening paragraph · In the body of the paper, present your research findings and supporting evidence · The supporting evidence will be taken from the primary, peer-reviewed journal articles that you have read · Please provide specific details from the articles that help explain the supporting facts · In the conclusion, restate your thesis and summarize main points · Discuss the connection between attachment in childhood and spiritual development · What is the influence of attachment on subsequent spiritual development? · Please include Scriptural citations here · Provide at least 12 peer-reviewed journal article references · Current APA style formatting It may be helpful to read the Research Paper: Final Submission Assignment Instructions and Research Paper: Outline Grading Rubric before beginning this assignment. It is also important to note that there are no APA formatting guidelines for the creation of outlines. Please refer to the Research Paper: Outline Template for how to format your outline. Your outline should follow this example closely. Note: Your assignment will be checked for originality via the Turnitin plagiarism tool. Page 2 of 2 annotated-ParentalAttachmentinChildren.docx.pdf PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 1 Parental Attachment in Children's Classroom Behavior and Achievement Victoria Skeeter School of Behavioral Science, Liberty University PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 2 Parental Attachment in Children's Classroom Behavior and Achievement The interaction between parental attachment styles and the emotion and social development of children plays a significant role in determining their behavior in classrooms as well as achievement, which underscores the need for secure attachments to promote optimal development among children. Annotated Bibliography 1. Mónaco, E., Schoeps, K., & Montoya-Castilla, I. (2019). Attachment styles and well- being in adolescents: How does emotional development affect this relationship?. International Journal of Environmental Research and Public Health, 16(14), 2554. This study focuses on the relationship between attachment processes and emotional competencies of adolescents, showing how these variables together determine one’s state. The study uses a large sample of Spanish adolescents to assess the mediating effects of emotional competencies on the relationship between parental attachment and well-being. One important strength is its methodical approach of measuring items such as trust, communication, alienation, and several emotional intelligences. Yet, the use of self-report measures in this study may have introduced bias into its process. Its findings bring to attention the necessity of mother and father attachments that shows how essential parental aspects are in adolescent emotional growth and welfare. The research is especially helpful in that it encapsulates the depth of adolescent development and the concomitant nature of emotional competencies subsumed under parental attachment. Angela Rathkamp 143770000000997986 Indent just as you would at the beginning of a paragraph. Angela Rathkamp 143770000000997986 emotional Angela Rathkamp 143770000000997986 Nice! Angela Rathkamp 143770000000997986 No numbers in an annotated bibliography. The references should be formatted as you would in a paper. Each reference should have a hanging indent. Journal titles should be in italics along with the volume number. Each reference also needs a DOI. Please use your APA-7 manual to make sure your references are formatted in accordance to APA-7. Angela Rathkamp 143770000000997986 Indent here. PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 3 2. Wang, J., Yang, Y., Tang, Y., Wu, M., Jiang, S., & Zou, H. (2021). Longitudinal links among parent-child attachment, emotion parenting, and problem behaviors of preadolescents. Children and Youth Services Review, 121, 105797. This longitudinal study aims at establishing the link between parent-child attachment, emotion parenting, and the problems faced by preadolescents. The longitudinal nature of the study, involving three waves of data collection, is an important aspect to note and discuss here as this makes it possible for us to study to dynamics between these variables as they change over time. The study, therefore, encapsulates some of the factors that contribute to stable predictors of emotion parenting like parent-child attachment and identifies emotion parenting as a significant mediator in the linkage between attachment towards later problem behaviors. Nevertheless the sample is reduced to Chinese fourth- to fifth-graders, which may cause some constraints concerning generalizability. The results are essential in helping formulate intervention strategies that will be targeting both parent and child and underscoring the vitality of raising positive parent-child relationships and emotion parenting to curtail problem behaviors. 3. Boldt, L. J., Goffin, K. C., & Kochanska, G. (2020). The significance of early parent- child attachment for emerging regulation: A longitudinal investigation of processes and mechanisms from toddler age to preadolescence. Developmental Psychology, 56(3), 431. This longitudinal study emphasizes that early parent-child attachment has a lasting effect on the social regulation and adaptation to preadolescence. The most distinctive feature that is its multiple-method approach, the longitudinal design of this particular study allows tracking 102 families from toddler years to preadolescence. The study contributes to early attachment security indirectly to adaptive social regulation in preadolescence through early emotion regulating abilities. Significantly, it addresses various routes for mother-child and father-child relationships, Angela Rathkamp 143770000000997986 aims to establish a correlation or connection... PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 4 enhancing comprehension of parental roles. Limitations include potential bias from parental reports and the narrow sampling base representing a demographically specific population that may challenge generalizability. However, the study is useful to demonstrate the effect of primary attachment on the comparison and emotional maturing. 4. Koehn, A. J., & Kerns, K. A. (2018). Parent–child attachment: Meta-analysis of associations with parenting behaviors in middle childhood and adolescence. Attachment & Human Development, 20(4), 378-405. This meta-analysis offers a broad overview of the connection between parent-child attachment and different parenting practices in older kids and teens. It focuses on a vast age span (5-18 years) and concerns several aspects of parenting. The results of the study show that there is a correlation between secure attachment and responsive and supportive parenting behavior which can be attributed to less responsiveness and behavioral control of avoidant attachment. Two major gaps are identified: the lack of noteworthy findings concerning ambivalence attachment; and the limited discussion of disorganized attachment. This meta-analysis helps to reveal important styles of parenting linked to various attachment patterns and, thus, provides clues for family interventions aimed at high-risk youth. 5. Cooke, J. E., Kochendorfer, L. B., Stuart-Parrigon, K. L., Koehn, A. J., & Kerns, K. A. (2019). Parent–child attachment and children’s experience and regulation of emotion: A meta-analytic review. Emotion, 19(6), 1103. In this meta-analytic review, children’s emotional experience and regulation are researched as a result of the parent-child attachment pattern. Notably, the most significant features include its large database (72 studies) and detailed analysis of the affective experiences, emotion regulation PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 5 efficiency, and coping mechanisms in children. The review establishes strong links between secure attachment and favorable emotional outcomes such as enhanced emotion regulation and coping skills. But also it states that patterns of insecure attachments are associated with specific emotion profiles, which require further studies. Attachment to parent figure can be a useful source for making conclusions and more studies should focus on insecure attachment patterns. 6. Snyder, K. S., Luchner, A. F., & Tantleff-Dunn, S. (2023). Adverse childhood experiences and insecure attachment: The indirect effects of dissociation and emotion regulation difficulties. Psychological Trauma: Theory, Research, Practice, and Policy. Advance online publication. https://doi.org/10.1037/tra0001532 This research investigates the indirect effects of dissociation and emotion regulation problems in the connection between adverse childhood experiences (ACEs) and insecure attachment at later life. Its relative contribution lies in the fact that it was aimed at assessing the long-term effects of ACEs, controlled by dissociation and emotion regulation. The study shows that the effect of ACEs on insecure attachment is mediated by dissociation and emotion regulation problems, which demonstrates the convoluted nature of this relationship. But the study is constrained by a cross-sectional design and reliance on self-report measurements. These results are crucial for tracing the maintenance of insecure attachment through development and clinical intervention. 7. Wang, R. (2021, December). The influence of attachment types on academic performance of children. In 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021) (pp. 512-517). Atlantis Press. This study examines the role of attachment styles in children’s non-intellectual learning characteristics, including motivation and attention, which are crucial for scholars’ success. The https://doi.org/10.1037/tra0001532 PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 6 quantitative approach employed by the study, through surveys and academic data, validly shows a statistical relation between security attachment and better academic results. It emphasizes the contribution of responsiveness on the part of caregivers in developing secure attachment. Nevertheless, the limitations of the study are highlighted some effects being caused by socioeconomic status and that longitudinal research should be carried out to determine long-term cognitive effects. The importance of the research is revealed in the fact that the authors draw attention to the paramount role of secure attachment and favorable parent-child relations for children’s academic achievement. 8. Zarrella, I., Lonigro, A., Perrella, R., Caviglia, G., & Laghi, F. (2018). Social behaviour, socio-cognitive skills and attachment style in school-aged children: what is the relation with academic outcomes?. Early Child Development and Care, 188(10), 1442-1453. In this study, the correlation between the socio-cognitive skills, social behavior, attachment style, and academic performance is evaluated in the school-age children. It relies on a wide range of evaluation tools, producing an in-depth analysis of relationship between these variables. The study indicates that secure attachment is linked to better social interaction, socio-cognitive performance as well as academic performance. Such cases include the fact that the study depends on teachers and learning tests that may be used to introduce bias. The findings show that despite the overall attachment’s effect on academic success, without a secure attachment, the child cannot have socioemptive and social skills hence there is a need for holistic child development approach in education. 9. Samadi, S. L., & Amraghan, H. A. Relationship between family affective atmosphere and attachment styles with student's prerogatives in elementary school students in the second part of Sabzevar city. PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 7 In this paper, the aim is to understand how family affective environment and attachment styles affects the tendency to study in female elementary students. The study’s reliance on multivariate regression and the utilization of a large sample size serve to support its results. The study ends with an observation that the attachment styles entirely predict mental health and academic procrastination. Yet the fact that the study is centered only at women students and focuses its research areas on just one region limits its generalizability. The conclusions pertaining to family dynamics and attachment styles relative to the influence on academic bent can be quite helpful; for instance, fostering a conducive family setting and that of secure attachment may facilitate a positive inclination towards academia. 10. Deneault, A. A., Bakermans‐Kranenburg, M. J., Groh, A. M., Fearon, P. R., & Madigan, S. (2021). Child‐father attachment in early childhood and behavior problems: A meta‐analysis. New Directions for Child and Adolescent Development, 2021(180), 43- 66. This meta-analysis evaluates the association between child-father attachment in early childhood and children’s behavioral problems. Its thorough analysis of 15 samples provides an in-depth insight into the relationship between child-father attachment insecurity and externalizing behaviors. The results of the study indicate that the significance of father-child attachment and mother-child attachment to children’s behavioral results are comparable. Nevertheless, the lack of mentioned moderators and the research study about early childhood narrows down its scale. This result has strengthened the necessity of application a whole network of attachment, including fathers to explain child development and behavior problems. PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 8 11. Pallini, S., Chirumbolo, A., Morelli, M., Baiocco, R., Laghi, F., & Eisenberg, N. (2018). The relation of attachment security status to effortful self-regulation: A meta-analysis. Psychological Bulletin, 144(5), 501. This meta-analysis assesses the connection between attachment security status in children and effortful self-regulation. The uniqueness of the study includes its large dataset and the incorporation of different studies, which provides strong evidence that secure attachment is associated with better self-regulation. The analysis reveals several moderators, including age and the method of attachment assessment that affect this relationship. But, publication bias and the diversity in tools used to determine scores between studies are limitations of this study. This highlights the regulatory nature of secure attachment in self-regulation of children and so provides insights on how attachment might relate to regulation. 12. Dagan, O., Schuengel, C., Verhage, M. L., Madigan, S., Roisman, G. I., Bernard, K., ... & Volling, B. L. (2024). Configurations of mother–child and father–child attachment relationships as predictors of child language competence: An individual participant data meta‐analysis. Child Development, 95(1), 50-69. The described individual participant data meta-analysis focuses on understanding the role of mother–child and father–child attachment relationships as predictors of language competence in children. A unique feature of the study is that data from seven studies were meticulously analyzed in respect to a wide range in age and several demographic groups. It reveals that the language competence scores for children with secure attachments from both parents turn higher emphasizing equal values of maternal and paternal attachments. On the one hand, the study’s assessment is mostly composed of studies produced by western populations, which could affect its usefulness in other cultural settings. The study offers important findings concerning the PARENTAL ATTACHMENT IN CHILDREN’S CLASSROOM BEHAVIOR AND ACHIEVEMENT 9 relevance of parental attachment in promoting children’s linguistic development and stressing the need for both parents to be involved in children’s language learning.