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Bindung, Sozialverhalten Und Selbstkonzept in Der Übergangssituation Des Schuleintritts

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Bindung, Sozialverhalten Und Selbstkonzept in Der Übergangssituation Des Schuleintritts Bindung, Sozialverhalten und Selbstkonzept in der Übergangssituation des Schuleintritts Inaugural-Dissertation zur Erlangung des Doktorgrades der Philosophischen Fakultät der Heinrich-Heine-Universität Düsseldorf vorgelegt von Christine Kern Dezember 2005 Vorsitzender des Promotionsausschusses: Univ.-Prof. Dr. Ulrich von Alemann Begutachtung: Univ.-Prof. Dr. Gabriele Gloger-Tippelt Univ.-Prof. Dr. Christine Schwarzer Tag der Disputation: 13. April 2006 Für meine Eltern Die vorliegende Arbeit wurde in der Abteilung für Entwicklungspsychologie und Pädagogische Beratung des Erziehungswissenschaftlichen Institutes der Heinrich- Heine-Universität Düsseldorf ausgeführt. In dieser Zeit haben mich viele liebe Menschen unterstützt. Insbesondere möchte ich Frau Univ.-Prof. Dr. Gabriele Gloger-Tippelt für die Überlassung des Themas, ihre intensive Betreuung, sowie ihre liebevolle und großzügige Unterstützung danken. Als meine Doktormutter zeigte sie immer reges Interesse am Fortgang und guten Gelin- gen dieser Arbeit. Mein besonderer Dank gilt vor allem ihren zahlreichen Anregun- gen und ihrer konstruktiven Kritik, die für mich äußerst wertvoll waren. Ich bedanke mich ganz herzlich bei allen Mitarbeitern des Teams, die an dieser längsschnittlichen Studie beteiligt waren. Ohne sie wäre die Datenerhebung nicht möglich gewesen. An dieser Stelle gilt mein Dank natürlich auch allen Eltern und Kindern, ihren KindergärtnerInnen und LehrerInnen für die langjährige Teilnahmebe- reitschaft an der Studie. Herrn Dr. Jürgen Vetter danke ich für seine Diskussionsbereitschaft, seine Ratschläge und Hilfe zur Lösung statistischer Probleme, sowie die Bereitschaft zur kritischen Durchsicht des Manuskriptes dieser Arbeit. Frau Univ.-Prof. Dr. Christine Schwarzer danke ich für Ihre Bereitschaft zur Begutachtung dieser Arbeit und Ihr Interesse am Thema. Frau Dr. Lilith König und Herrn Dipl. Psych. Olaf Lahl danke ich für Ihre Anregungen und Ihre Hilfsbereitschaft. Für die emotionale Unterstützung und ihr stets offenes Ohr danke ich unserer Sekretärin Frau Sigrid Bruckmann. Besonderer Dank gilt der Graduiertenförderkommission, die mich mit einem Rekto- ratsstipendium im Rahmen der Graduiertenförderung während meiner Arbeit finan- ziell großzügig unterstützte. Schließlich danke ich meiner Familie und meinen Freunden, die auch in schwierigen Zeiten immer für mich da waren. Zusammenfassung Bindung, Sozialverhalten und Selbstkonzept in der Übergangssituation des Schuleintritts Entwicklungspsychologisch ist die Bindung zwischen dem Kind und seinen primären Bezugspersonen grundlegend und richtungsweisend für seine gesunde Persönlich- keitsentwicklung. In dieser Studie wurden die Beziehungen zwischen der Bindungs- repräsentation (erhoben im Geschichtenergänzungsverfahren, Gloger-Tippelt & Kö- nig, 2002) und dem Bindungsverhalten (erhoben in der Fremden Situation für Vorschüler, Marvin & Cassidy, 1992) einerseits und dem Selbstkonzept (Harter Skalen), dem Sozialverhalten und der Bewältigung des Schuleintritts (projektinterner Fragebogen zur subjektiven Einschätzung für Eltern und Lehrer) andererseits un- tersucht. In die Untersuchung wurden 69 Kinder (30 Mädchen, 39 Jungen ) im durchschnittlichen Alter von 6.7 Jahren (3. Messzeitpunkt), sowie ihre Eltern und Lehrer einbezogen. Die Übereinstimmung zwischen den Verfahren zur Erhebung der Bindung lag bei 50%. Bezüglich einer Beziehung zwischen Bindung und der Bewältigung des Schuleintritts ergaben sich für beide Verfahren signifikante Unterschiede für den Bereich Gutes Arbeitsverhalten aus Lehrersicht und der Bindungsqualität. Die Bereiche Veränderung, Belastung und Anpassung in Bezug auf den Schuleintritt zeigten sich als jeweils unabhängig vom Bindungsstil der Kinder. Darüber hinaus gab es keinen signifikanten Zusammenhang zwischen der Bewältigung des Schuleintritts und der Qualität des Selbstkonzeptes der Kinder. Bezüglich des Sozialverhaltens und der Bewältigung des Schuleintritts ergaben sich signifikante Zusammenhänge in Teilbereichen dieser Konstrukte. Zwischen den Bindungsgruppen im Geschichtenergänzungsverfahren und der Qualität des Selbstkonzeptes der Kinder ergab sich kein signifikanter Unterschied. Auf der Verhaltensebene konnten Unterschiede zwischen den Bindungsgruppen in der Höhe des Selbstkonzeptgesamtwertes gezeigt werden. Ein Unterschied zwischen den Bindungsgruppen und dem sozialen Verhalten bestätigte sich sowohl für das Geschichtenergänzungsverfahren als auch für die Fremde Situation. Die signifikanten Ergebnisse beziehen sich hier jedoch nur auf einzelne Teilbereiche des Sozi- alverhaltens und unterscheiden sich zudem in den Verfahren. Zusätzlich ließ sich in vorliegender Untersuchung die zeitliche Stabilität des Selbstkonzeptes, sowie des So- zial- und Problemverhaltens (CBCL) über den Schuleintritt hinweg überprüfen. Summary Attachment, social behavior and self-concept in the transitional situation of school entry In the context of developmental psychology the attachment relationship between a child and its primary caregiver is basic and pioneering for a child`s healthy personal- ity development. The present study investigated the connection between attachment representation (assessed by the attachment story completion task in doll play, Gloger- Tippelt & König, 2002), attachment behavior (using the Strange Situation procedure for pre-school children, Marvin & Cassidy, 1992), self-concept (Self-concept Harter Scales), social behavior and the way of coping with school-start (projectinternal ques- tionnaire for teachers` and parents` subjective point of view) in pre-school and early school age. This study is based on a sample of 69 children (30 girls, 39 boys) at the mean age of 6.7 years (3. point of measurement), their parents and teachers. The cor- respondence between these two methods examining attachment styles was 50 %. Sig- nificant associations between attachment and the way of coping with school-start be- came obvious between the good working behavior in school and childrens` quality of attachment. Change, stress and adaptation in relation to school-start turned out to be independent from childrens` attachment styles in both methods. Furthermore, there was no significant relation between the way of coping with school-start and childrens` self-concepts. With respect to the social behavior and childrens` coping behavior with school-start, only in some of these constructs significant relations became obvious. No significant relation could be found between attachment classifications in the story completion task (GEV-B) and the quality of childrens` self-concepts. Significant rela- tions between the attachment classification groups and the quality of social behavior could be turned out for both methods. Though, in this context, significant results have only been found in some aspects of the social behavior and they have been even dif- ferent for the strange situation and the story completion tasks. In the present study it was also possible to check the stability over time of childrens` self-concepts and so- cial and problem behavior (CBCL) before and after school entry. Inhaltsverzeichnis Inhaltsverzeichnis 1. Einleitung und Entwicklung der Fragestellung ....................... 1 2. Theoretische Grundlagen ...................................................................... 4 2.1 Bindungstheorie und Bindungsforschung - Konzepte und ausgewählte Befunde ..................................................... 4 2.1.1 Das Bindungskonzept .......................................................................... 4 2.1.2 Interindividuelle Unterschiede im Bindungsverhalten ................ 9 2.1.3 Methoden der Bindungsforschung in der mittleren Kindheit .... 11 2.1.4 Die Fremde Situation im Kleinkindalter ......................................... 13 2.1.5 Bindungsklassifikationen .................................................................... 16 2.1.5.1 Die sichere Bindung (Typ B) ........................................................ 16 2.1.5.2 Die unsicher-vermeidende Bindung (Typ A) ............................... 17 2.1.5.3 Die unsicher-ambivalente Bindung (Typ C) ................................. 18 2.1.5.4 Die desorientierte/desorganisierte Bindung (Typ D) .................... 19 2.1.5.5 Bindungsorganisation vs. Bindungsdesorganisation .................... 20 2.1.6 Mütterliche Feinfühligkeit ................................................................. 21 2.1.7 Aufbau internaler Arbeitsmodelle ................................................... 25 2.1.8 Auswirkungen frühkindlicher Bindungserfahrungen in der mittleren Kindheit ........................................................................ 28 2.1.9 Bindungskontinuität in der kindlichen Entwicklung .................. 31 2.2 Sozialverhalten -Konzepte und ausgewählte Befunde ..................... 32 2.2.1 Methoden zur Erfassung des Sozialverhaltens in der mittleren Kindheit ................................................................................ 36 2.3 Selbstkonzept -Konzepte und ausgewählte Befunde ..................... 36 2.3.1 Methoden zur Erfassung des Selbstkonzeptes in der mittleren Kindheit ................................................................................ 41 Inhaltsverzeichnis 2.4 Schuleintritt als normativer Übergang im Lebenslauf ...................... 42 2.5 Forschungsstand zum Zusammenhang von Bindung, Selbstkonzept, Sozialverhalten und Übergangssituationen 48 wie dem Schuleintritt - Begründung der Fragestellung .................... 2.6 Fragestellungen und Hypothesen...............................................................
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