A Correlational Study on Attachment Dimensions, Academic Performance and Self-Regulated Learning of University Students in South Africa

Y

16

Correlation; Learning Strategies; Metacognition; Attachment Behavior; Student Attitudes; College Students; Measures (Individuals); Study Skills; Academic Achievement; Individual Differences; Questionnaires; Foreign Countries; Anxiety; Developmental Stages; Children; Adolescents; Psychological Patterns; Interpersonal Relationship

10.1080/0305764X.2019.1625866

0305-764X

An association between attachment and academic performance appears to be consistently found in children; however, reports on such an association in adolescents are contradictory. This study aimed to determine whether the attachment dimensions of anxiety or avoidance significantly correlate with a student's academic performance at university. Moreover, since individual differences in attachment index distinct self-regulatory capacities, this study aimed to determine whether any correlation exists between a student's attachment dimensions and measures of self-regulated learning. Attachment dimensions were determined by the Experiences in Close Relationships-Revised questionnaire, while self-regulated learning was determined by the Learning and Study Strategies Inventory, in a sample of university students (n = 185). Neither attachment dimensions correlated significantly with measures of academic performance. However, attachment dimensions did significantly correlate with measures of self-regulated learning in this study.

As Provided

2020

EJ1239571