A correlational study on attachment dimensions, academic performance and self-regulated learning of university students in South Africa

dc.contributor.authorThomas, Bianca Lee
dc.contributor.authorViljoen, Margaretha
dc.date.accessioned2019-08-15T12:53:59Z
dc.date.issued2020
dc.description.abstractAn 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.en_ZA
dc.description.departmentPsychiatryen_ZA
dc.description.embargo2021-01-09
dc.description.librarianhj2019en_ZA
dc.description.sponsorshipIn part by the National Research Foundation (NRF) of South Africa for the grant, Unique Grant No. 94171, the University Research Committee of the University of Johannesburg and a Postgraduate Research Bursary from the University of Pretoria.en_ZA
dc.description.urihttps://www.tandfonline.com/loi/ccje20en_ZA
dc.identifier.citationBianca 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.en_ZA
dc.identifier.issn0305-764X (print)
dc.identifier.issn1469-3577 (online)
dc.identifier.other10.1080/0305764X.2019.1625866
dc.identifier.urihttp://hdl.handle.net/2263/71115
dc.language.isoenen_ZA
dc.publisherRoutledgeen_ZA
dc.rights© 2019 University of Cambridge, Faculty of Education. This is an electronic version of an article published in Cambridge Journal of Education, vol. 50, no. 1, pp. 21-36., 2020. doi : 10.1080/0305764X.2019.1625866. Cambridge Journal of Education is available online at : https://www.tandfonline.com/loi/ccje20.en_ZA
dc.subjectAttachment dimensionsen_ZA
dc.subjectAttachment avoidanceen_ZA
dc.subjectAttachment anxietyen_ZA
dc.subjectAcademic performanceen_ZA
dc.subjectSelf-regulated learningen_ZA
dc.subjectTertiary educationen_ZA
dc.titleA correlational study on attachment dimensions, academic performance and self-regulated learning of university students in South Africaen_ZA
dc.typePostprint Articleen_ZA

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