attachment and college academic success a four-year longitudinal study
DESCRIPTION
TRANSCRIPT
![Page 1: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/1.jpg)
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
![Page 2: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/2.jpg)
Defining Adult Attachment
(Fraley, Waller, & Brennan. 2000)
(Model of self)
(Model of others)
+
+
-
-
![Page 3: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/3.jpg)
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.
![Page 4: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/4.jpg)
College Student Success
![Page 5: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/5.jpg)
How to measure academic success?
GPA Credit load and completion Retention Graduation
![Page 6: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/6.jpg)
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?
![Page 7: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/7.jpg)
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)
![Page 8: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/8.jpg)
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)
![Page 9: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/9.jpg)
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)
![Page 10: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/10.jpg)
Attachment and Academic Success in High School
↑ Avoidance ↓ High School GPA r = -.269, p = .021
↑ Anxiety…
↓ SAT r = -.262, p = .024
![Page 11: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/11.jpg)
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)
![Page 12: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/12.jpg)
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
*
![Page 13: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/13.jpg)
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
![Page 14: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/14.jpg)
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
* ** * *
![Page 15: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/15.jpg)
Attachment security and retention
![Page 16: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/16.jpg)
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
**
![Page 17: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/17.jpg)
Attachment avoidance and retention
*
![Page 18: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/18.jpg)
Regression Analysis
.391*
.013
.273* R2 = .208
AttachmentSecurity
High SchoolGPA
Gender 4-year Cum GPA
![Page 19: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/19.jpg)
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 (%
)
*
![Page 20: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/20.jpg)
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)
![Page 21: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/21.jpg)
![Page 22: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/22.jpg)
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)
![Page 23: Attachment and college academic success a four-year longitudinal study](https://reader036.vdocument.in/reader036/viewer/2022062615/54837ec1b4af9f3f648b456b/html5/thumbnails/23.jpg)
Dr. Harold I. SiegelAttachment Lab:
Dan DePauloRaelene JoranAllyson MeloniKatie Alexander
Dr. Connie WibrowskiWriting ProgramEOFStudent Life and LeadershipShelley C. Kurland, et al.
Thanks