A correlational study on attachment dimensions, academic performance and self-regulated learning of university students in South Africa
dc.contributor.author | Thomas, Bianca Lee | |
dc.contributor.author | Viljoen, Margaretha | |
dc.date.accessioned | 2019-08-15T12:53:59Z | |
dc.date.issued | 2020 | |
dc.description.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. | en_ZA |
dc.description.department | Psychiatry | en_ZA |
dc.description.embargo | 2021-01-09 | |
dc.description.librarian | hj2019 | en_ZA |
dc.description.sponsorship | In 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.uri | https://www.tandfonline.com/loi/ccje20 | en_ZA |
dc.identifier.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. | en_ZA |
dc.identifier.issn | 0305-764X (print) | |
dc.identifier.issn | 1469-3577 (online) | |
dc.identifier.other | 10.1080/0305764X.2019.1625866 | |
dc.identifier.uri | http://hdl.handle.net/2263/71115 | |
dc.language.iso | en | en_ZA |
dc.publisher | Routledge | en_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.subject | Attachment dimensions | en_ZA |
dc.subject | Attachment avoidance | en_ZA |
dc.subject | Attachment anxiety | en_ZA |
dc.subject | Academic performance | en_ZA |
dc.subject | Self-regulated learning | en_ZA |
dc.subject | Tertiary education | en_ZA |
dc.title | A correlational study on attachment dimensions, academic performance and self-regulated learning of university students in South Africa | en_ZA |
dc.type | Postprint Article | en_ZA |