The multifaceted role of attachment during preschool: moderator of its indirect effect on empathy through emotion regulation

ABSTRACT

The aims of the current study were (1) to replicate findings regarding the mediator role of emotion regulation (ER) between attachment and empathy; (2) to extend current knowledge by testing the moderator effect of ER on the relationship between attachment and empathy; and (3) to test an integrative moderated mediation model in which attachment was hypothesized to moderate its indirect effect on empathy. The sample included 212 preschoolers aged three- to five-years old. Attachment, ER, and empathic perspective-taking were assessed by employing child interviews. The results confirmed that more secure attachment patterns foster higher ER awareness, which in turn is associated with higher levels of empathy; the strongest relationship between attachment and empathy occurs at below-average ER awareness; and the strength of the indirect effect of attachment on empathy through ER decreases as attachment security increases. These findings have implications for designing and implementing preventive interventions for preschoolers.

KEYWORDS:

• Attachment
• emotion regulation
• empathy
• preschool
• moderated mediation

Disclosure statement

No potential conflict of interest was reported by the authors.

Notes on contributors

Catrinel A. Ştefan, PhD helds a Lecturer position at Babe-Bolyai University from Cluj-Napoca (Romania). Her research interests are focused on early education, social-emotional development, and risk/protective factors for childhood emotional/behavioral problems.

Julia Avram is a PhD student at Babe-Bolyai University from Cluj-Napoca (Romania). Her thesis concerns the relationship between attachment, the functions of crying, and mental health in children and adults.