Rapporti tra attaccamento, stili attributivi e concezioni dell’intelligenza in bambini di 10-13 anni

[Autom. eng. transl.] The present study aims to analyze the beliefs and self-perceptions of children and preteens to (1) verify the presence of a relationship between attachment style and implicit theory of intelligence, (2) examine whether there is a relationship between typology of attachment and causal attributions and, finally, (3) confirming a link, already documented in the literature, between causal attributions and representation of intelligence. The relationship between the variables mentioned, measured using self-report tools, was investigated in a sample of 96 children and young people between the fifth grade of primary school and the third of lower secondary school. The tendency has emerged of subjects with an incremental conception of intelligence to have a secure or avoidant attachment and of students with an entitarian conception to be more frequently ambivalent anxious. Subjects with secure and avoidant attachment perform attributions related to personal commitment - the most functional to learning; subjects with disorganized attachment, on the other hand, share the most dysfunctional attributions. Students with an incremental conception attribute a greater weight to the commitment to judge successes and a statistically greater weight to evaluate academic failures. The results therefore confirm the hypothesis according to which an incremental conception of intelligence, associated with secure attachment, favors attributive styles that are more functional to effective learning. Finally, the clinical and educational implications are discussed.