A correlational study on attachment dimensions, academic performance and self-regulated learning of university students in South Africa
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Date
Authors
Thomas, Bianca Lee
Viljoen, Margaretha
Journal Title
Journal ISSN
Volume Title
Publisher
Routledge
Abstract
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.
Description
Keywords
Attachment dimensions, Attachment avoidance, Attachment anxiety, Academic performance, Self-regulated learning, Tertiary education
Sustainable Development Goals
Citation
Bianca Lee Thomas (Nee Negrao) & Margaretha Viljoen (2020) A correlational study on attachment dimensions, academic performance and self-regulated learning of university students in South Africa, Cambridge Journal of Education, 50:1, 21-36, DOI:10.1080/0305764X.2019.1625866.