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The influence of attachment on college student success
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Kurland, Robert M.. The influence of attachment on college student success. Retrieved from https://doi.org/doi:10.7282/T3T72GCF

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TitleThe influence of attachment on college student success
NameKurland, Robert M. (author); Boxer, Paul (chair); Siegel, Harold I (internal member); Kressel, Ken (internal member); Rivera, Luis (internal member); Gardiner, Lion (outside member); Rutgers University; Graduate School - Newark
Date Created2012
Other Date2012-05 (degree)
SubjectPsychology, Attachment behavior, College students--Psychology, Personality and academic achievement, Academic achievement
Extentxii, 129 p. : ill.
DescriptionThe four studies in this dissertation examined the relationship between attachment theory and college student success. In Study 1, 85 first-semester students provided their attachment dimensions and psychological, ethical, and social indices. Academic records were also obtained during the first semester. Anxious students performed worse academically in college compared to high school and indicated they would be more willing to cheat; they also scored lower on academic locus of control and self-esteem. In addition, securely attached students reported lower levels of depression and anxiety. Study 2 assessed the attachment dimensions of 52 college students who had plagiarized college assignments. The students who had displayed unethical behavior reported higher levels of attachment anxiety as compared to the levels of a random sample of students on the same campus. Study 3 followed the students from Study 1 over their first four years of college. Secure students had higher GPA’s and graduated at a higher rate compared to insecure students. While overall retention rates were similar, secure students were retained at a higher rate during the first two critical years at college. Study 4 examined 161 students enrolled in an introductory psychology class to determine if self-efficacy and/or procrastination served as a mediator or moderator between attachment and academic success. Self-efficacy was a moderator of attachment anxiety and final class grade as well as cumulative GPA. Self-efficacy was found to moderate the relationship between attachment avoidance and cumulative GPA. Procrastination was found to be a moderator between attachment anxiety and attachment avoidance and cumulative GPA. Study 4 has shown that psychological variable of self-efficacy and procrastination can serve to moderate academic success within the classroom. Findings from all four studies have shown that attachment has an influence on academic, ethical, and psychological success of students in college.
NotePh.D.
NoteIncludes bibliographical references
NoteIncludes vita
Noteby Robert M. Kurland
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3T72GCF
Languageeng
CollectionGraduate School - Newark Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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