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The influence of attachment on college student success
Descriptive
TitleInfo
Title
The influence of attachment on college student success
Name
(type = personal)
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Kurland
NamePart
(type = given)
Robert M.
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1974-
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Robert Kurland
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author
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Boxer
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Paul
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Paul Boxer
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Advisory Committee
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chair
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Siegel
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Harold I
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Harold I Siegel
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Advisory Committee
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internal member
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Kressel
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(type = given)
Ken
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Ken Kressel
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Advisory Committee
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(authority = RULIB)
internal member
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(type = family)
Rivera
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(type = given)
Luis
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Luis Rivera
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Advisory Committee
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internal member
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Gardiner
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Lion
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Lion Gardiner
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Advisory Committee
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outside member
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Rutgers University
Role
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degree grantor
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Graduate School - Newark
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school
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Text
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theses
OriginInfo
DateCreated
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2012
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(type = degree)
2012-05
CopyrightDate
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2012
Place
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xx
Language
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eng
Abstract
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The 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.
Subject
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Topic
Psychology
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Rutgers University Electronic Theses and Dissertations
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ETD_4010
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electronic resource
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application/pdf
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text/xml
Extent
xii, 129 p. : ill.
Note
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Ph.D.
Note
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Includes bibliographical references
Note
(type = vita)
Includes vita
Note
(type = statement of responsibility)
by Robert M. Kurland
Subject
(authority = ETD-LCSH)
Topic
Attachment behavior
Subject
(authority = ETD-LCSH)
Topic
College students--Psychology
Subject
(authority = ETD-LCSH)
Topic
Personality and academic achievement
Subject
(authority = ETD-LCSH)
Topic
Academic achievement
Identifier
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http://hdl.rutgers.edu/1782.1/rucore10002600001.ETD.000065044
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Graduate School - Newark Electronic Theses and Dissertations
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rucore10002600001
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NjNbRU
Identifier
(type = doi)
doi:10.7282/T3T72GCF
Genre
(authority = ExL-Esploro)
ETD doctoral
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Rights
RightsDeclaration
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The author owns the copyright to this work.
RightsHolder
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Name
FamilyName
Kurland
GivenName
Robert
Role
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RightsEvent
Type
Permission or license
DateTime
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(point = start)
2012-04-18 16:29:26
AssociatedEntity
Name
Robert Kurland
Role
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Affiliation
Rutgers University. Graduate School - Newark
AssociatedObject
Type
License
Name
Author Agreement License
Detail
I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.
Copyright
Status
Copyright protected
Availability
Status
Open
Reason
Permission or license
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