Thomas, Bianca LeeViljoen, Margaretha2019-08-152020Bianca 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.2019.1625866.0305-764X (print)1469-3577 (online)10.1080/0305764X.2019.1625866http://hdl.handle.net/2263/71115An 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© 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.Attachment dimensionsAttachment avoidanceAttachment anxietyAcademic performanceSelf-regulated learningTertiary educationPostprint Article