@article{ref1,
title="Children’s Insecure Representations of the Interparental Relationship and Their School Adjustment: The Mediating Role of Attention Difficulties",
journal="Child development",
year="2008",
author="Davies, Patrick T. and Woitach, Meredith J. and Winter, Marcia A. and Cummings, E. Mark",
volume="79",
number="5",
pages="1570–1582-1570–1582",
abstract="This study examined the role of attention difficulties as a mediator of associations between children’s insecure representations of the interparental relationship and their school adjustment in a sample of two hundred and sixteen 6-year-old children. Consistent with hypotheses, findings from structural equation models indicated that observer ratings of children’s insecure representations of interparental relationships in a story completion task predicted computerized task assessments and parent reports of children’s attention difficulties 1 year later. Children’s attention difficulties, in turn, were associated with concurrent levels of school problems and increases in school problems over a 1-year period as indexed by teacher reports. Attention difficulties accounted for an average of 34% of the association between insecure internal representations and school problems.<p />",
language="",
issn="0009-3920",
doi="10.1111/j.1467-8624.2008.01206.x",
url="http://dx.doi.org/10.1111/j.1467-8624.2008.01206.x"
}