Attachment and college academic success a four-year longitudinal study
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Transcript of Attachment and college academic success a four-year longitudinal study
Attachment and College Academic Success: A Four-Year Longitudinal
Study
Robert M. Kurland, Associate Dean of Student AffairsDr. Harold I. Siegel, Chair and Professor of Psychology
Rutgers University – Newark, NJ
October 27, 2011
Defining Adult Attachment
(Fraley, Waller, & Brennan. 2000)
(Model of self)
(Model of others)
+
+
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Background Love and Work: An Attachment Theoretical Perspective
(Hazan & Shaver, 1990) Secure:
do not worry about failure or feel unappreciated work does not interfere with friendships take enjoyable vacations
Anxious: worry about work performance feel underappreciated fear rejection for poor performances are easily distracted have trouble completing projects tend to slack off after receiving praise.
Avoidant: prefer to work alone use work to avoid socializing do not have enjoyable vacations from work.
College Student Success
How to measure academic success?
GPA Credit load and completion Retention Graduation
Attachment and College Student Academic Success
How to improve college students’ academic success
Can Attachment Theory serve as a framework for college student academic success?
Previous Research Secure children at 18 months were more enthusiastic, persistent,
cooperative, and, in general, more effective than insecurely attached infants (Matas, Arend, & Sroufe, 1978)
Secure children aged 1½ through 5½ paid more attention to readings than anxiously attached children (Bus & Van Ijzendoorn, 1988)
Secure children at 7 years old children were better with deductive reasoning as compared to insecure children (Jacobsen & Hofmann,1994)
Avoidant and ambivalent toddlers explored less and were less involved in school and academic related tasks and activities (Matas et. al., 1978)
Ambivalent children were more concerned with focusing on the teacher’s physical proximity and attachment availability than they were on academic tasks and activities (Cassidy & Berlin, 1994)
Attachment and Academic Success
Academically successful students need (Mikulincer &Shaver, 2007):
Constructive ways of coping with frustrations and failures
optimistic expectations of academic success
positive attitude toward learning andproblem solving
Research has shown that secure individuals:
handle stress better (Salas, Driskell, & Hughes, 1996)
have high levels of self-confidence (Mattanh, Hancock, & Brand, 2004)
Have better academic competency (Fass & Tubman, 2002)
Study 1 – Attachment and Academic Success during the transition to
College 84 Rutgers-Newark college freshmen (class of 2011) Consent to access academic records Survey questions used to measure:
Attachment (Fraley, Niedenthal, Marks, Brumbaugh, & Vicary, 2006; Bartholomew & Horowitz, 1991)
Ethical behavior (7-point Likert scale) Anxiety (Beck, Epstein, Brown, & Steer, 1988) Depression (Beck, Ward, Mendelson, Mock, & Erbaugh,
1962) Self-esteem (Rosenberg, 1965) Academic Locus of Control (Trice, 1985) Student life, student activities (7-point Likert scale)
Attachment and Academic Success in High School
↑ Avoidance ↓ High School GPA r = -.269, p = .021
↑ Anxiety…
↓ SAT r = -.262, p = .024
Attachment and Academic Success during transition
Student who were high in attachment anxiety performed worse academically in college as compared to high school (r = -.312, p
= .007)
0 1 2 3 4 5 6 70
1
2
3
Attachment anxiety
(HS
GPA
- C
olle
ge G
PA)
Attachment and Academic Success - first semester
Avoidant Non-avoidant14.2
14.4
14.6
14.8
15
15.2
15.4
15.6
15.8
16
16.2
Attachment avoidance and credits attempted
total degree credits
t (1,72) = 2.626, p = .011
*
Study 2: Longitudinal study on attachment and academic success
84 Rutgers-Newark college freshmen (class of 2011)
During their first year (AY 07-08) completed survey including:
ECR – anxiety and avoidant scores Relationship Questionnaire
Consent to access academic records 25 minutes to complete
Attachment styles and cumulative GPA
*
1 2 3 4 5 6 7 82.600
2.700
2.800
2.900
3.000
3.100
3.200
3.300
3.400
3.500
Secure
Insecure
Semester of enrollment
Cum
ulat
ive
GPA
* ** * *
Attachment security and retention
Attachment avoidance and total degree credits earned
1 2 3 4 5 6 7 810.00
30.00
50.00
70.00
90.00
110.00
130.00
non-avoidant
avoidant
Semesters of Enrollment
Tota
l ear
ned
cred
its
**
Attachment avoidance and retention
*
Regression Analysis
.391*
.013
.273* R2 = .208
AttachmentSecurity
High SchoolGPA
Gender 4-year Cum GPA
Attachment and 4-year Graduation Rate
secure insecure Rutgers - Newark0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
35.00%
40.00%
45.00%
50.00%
Gra
duat
ion
Rat
e (%
)
*
Discussion Results show secure students have higher GPA’s,
are retained better, and graduate earlier
secure students showed better learning dispositions (Larose, Bernier, & Tarabulsy, 2005)
Individuals with secure attachment to both parents and peers had significantly higher GPA’s (Fass & Tubman, 2002)
Future/Current Research Examine the influence of two specific variables
that may mediate or moderate the relationship between attachment and academic success in the classroom
Self-efficacy (Cutrona, Cole, Colangelo, Assouline, & Russell, 1994)
Procrastination (Hazen & Shaver, 1990)
Dr. Harold I. SiegelAttachment Lab:
Dan DePauloRaelene JoranAllyson MeloniKatie Alexander
Dr. Connie WibrowskiWriting ProgramEOFStudent Life and LeadershipShelley C. Kurland, et al.
Thanks