The relationship between attachment to companion animals and self-concept among
children and adolescents ages 9-18 years was examined. Subjects included 436
students (204 females, 232 males) currently in 4th-12th grade within a public
school system in a large metropolitan area. The sample included 365 Caucasians
and 71 members of other racial groups, 388 pet owners and 48 non-pet owners.
Attachment to companion animals was measured using the Companion Animal Bonding
Scale (CABS) and attitudes towards pets in general was assessed using the Pet
Attitude Scale (PAS). Self-concept was measured using the New York State
Self-Esteem Scale (NYS) and The Personal Attribute Inventory (PAI) or The
Personal Attribute Inventory for Children (PAIC). Data were collected using
group administration of these 4 instruments in the classroom setting.
Reliability coefficients for the CABS, PAS, and NYS are: .78,.86, .82
respectively. Correlation coefficients revealed a significant positive
relationship between the 2 measures of self-concept and 2 animal
attitude/bonding measures (p = .001). Analysis of variance revealed that middle
(grades 7-8) and high (grades 9-12) school students owning pets engaged in more
activities and consequently greater attachment (p=.008) than elementary (grades
4-6) students.
No significant differences among the 3 groups were found on general attitudes
toward pets or self-concept. Owners of dogs and cats at all grade levels
conveyed more positive attitudes toward pets in general (p=.O4) and attachment
to pets (p=.0001) than students owning other types of pets as well as non-pet
owning students.
These data suggest that pet ownership may not directly influence self-concept,
but pet ownership does contribute significantly to positive attitudes toward and
attachment to companion animals.
