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Attachment and College Academic Success:
      A Four-Year Longitudinal Study


          Robert M. Kurland, Associate Dean of Student Affairs
         Dr. Harold I. Siegel, Chair and Professor of Psychology
                    Rutgers University – Newark, NJ

                           October 27, 2011
Defining Adult Attachment

                         +      (Model of self)        -


       +

(Model of others)



       -

                          (Fraley, Waller, & Brennan. 2000)
Background
    Love and Work: An Attachment Theoretical Perspective
                  (Hazan & Shaver, 1990)
   Secure:
       do not worry about failure or feel unappreciated
       work does not interfere with friendships
       take enjoyable vacations

   Anxious:
       worry about work performance
       feel underappreciated
       fear rejection for poor performances
       are easily distracted
       have trouble completing projects
       tend to slack off after receiving praise.

   Avoidant:
       prefer to work alone
       use work to avoid socializing
       do not have enjoyable vacations from work.
College Student Success
How to measure academic
              success?
   GPA
   Credit load and completion
   Retention
   Graduation
Attachment and College Student Academic
                   Success

   How to improve college
    students’ academic
    success



   Can Attachment Theory
    serve as a framework for
    college student academic
    success?
Previous Research
   Secure children at 18 months were more enthusiastic, persistent, cooperative,
    and, in general, more effective than insecurely attached infants (Matas, Arend, &
    Sroufe, 1978)

   Secure children aged 1½ through 5½ paid more attention to readings than
    anxiously attached children (Bus & Van Ijzendoorn, 1988)

   Secure children at 7 years old children were better with deductive reasoning as
    compared to insecure children (Jacobsen & Hofmann,1994)

   Avoidant and ambivalent toddlers explored less and were less involved in school
    and academic related tasks and activities (Matas et. al., 1978)

   Ambivalent children were more concerned with focusing on the teacher’s physical
    proximity and attachment availability than they were on academic tasks and
    activities (Cassidy & Berlin, 1994)
Attachment and Academic
               Success
Academically successful students        Research has shown that secure
need (Mikulincer &Shaver, 2007):                 individuals:

  Constructive ways of coping with      handle stress better (Salas, Driskell, &
     frustrations and failures                      Hughes, 1996)
optimistic expectations of academic       have high levels of self-confidence
              success                    (Mattanh, Hancock, & Brand, 2004)

positive attitude toward learning and    Have better academic competency
           problem solving                   (Fass & Tubman, 2002)
Study 1 – Attachment and Academic
     Success during the transition to College
   84 Rutgers-Newark college freshmen (class of 2011)

   Consent to access academic records

   Survey questions used to measure:

        Attachment (Fraley, Niedenthal, Marks, Brumbaugh, & Vicary, 2006;
         Bartholomew & Horowitz, 1991)

        Ethical behavior (7-point Likert scale)

        Anxiety (Beck, Epstein, Brown, & Steer, 1988)

        Depression (Beck, Ward, Mendelson, Mock, & Erbaugh, 1962)

        Self-esteem (Rosenberg, 1965)

        Academic Locus of Control (Trice, 1985)

        Student life, student activities (7-point Likert scale)
Attachment and Academic Success in High School



   ↑ Avoidance ↓ High School GPA   r = -.269, p = .021

   ↑ Anxiety…

      ↓ SAT                         r = -.262, p = .024
Attachment and Academic Success during transition
     Student who were high in attachment anxiety performed worse
 academically in college as compared to high school (r = -.312, p = .007)

                              3
     (HS GPA - College GPA)




                              2




                              1




                              0
                                  0   1   2       3        4       5   6   7

                                              Attachment anxiety
Attachment and Academic Success - first semester
         Attachment avoidance and credits attempted
 17



16.5                        *
 16



15.5

                                                            Avoidant
 15                                                         Non-avoidant



14.5



 14



13.5
           Avoidant                          Non-avoidant



                      t (1,72) = 2.626, p = .011
Study 2: Longitudinal study on
        attachment and academic success

   84 Rutgers-Newark college freshmen (class of 2011)

   During their first year (AY 07-08) completed survey
    including:
       ECR – anxiety and avoidant scores

       Relationship Questionnaire

   Consent to access academic records

   25 minutes to complete
Attachment styles and cumulative GPA
                 3.500


                 3.400           *          *
                                            *                     *   *   *
                 3.300


                 3.200
Cumulative GPA




                 3.100

                                                                              Secure
                 3.000
                                                                              Insecure
                 2.900


                 2.800


                 2.700


                 2.600
                         1   2       3       4        5           6   7   8
                                         Semester of enrollment
Attachment security and retention
Attachment avoidance and total degree
                                  credits earned
                       130.00



                       110.00



                        90.00
Total earned credits




                        70.00                    *                                non-

                                        *                                         avoidant

                                                                                  avoidant
                        50.00



                        30.00



                        10.00
                                1   2   3        4          5         6   7   8
                                            Semesters of Enrollment
Attachment avoidance and retention




                *
Regression Analysis

  High
 School
  GPA

              .391*


                               4-year
  Gender
                              Cum GPA
              .013




Attachment
 Security
               .273*
                              R2 = .208
Attachment and 4-year Graduation Rate
                      50.00%


                      45.00%            *
                      40.00%


                      35.00%
Graduation Rate (%)




                      30.00%


                      25.00%


                      20.00%


                      15.00%


                      10.00%


                      5.00%


                      0.00%
                               secure       insecure   Rutgers - Newark
Discussion
   Results show secure students have higher GPA’s, are
    retained better, and graduate earlier

   secure students showed better learning dispositions
    (Larose, Bernier, & Tarabulsy, 2005)

   Individuals with secure attachment to both parents and
    peers had significantly higher GPA’s (Fass & Tubman,
    2002)
Attachment and college academic success   a four-year longitudinal study
Future/Current Research
   Examine the influence of two specific variables that may
    mediate or moderate the relationship between
    attachment and academic success in the classroom

       Self-efficacy (Cutrona, Cole, Colangelo, Assouline, &
        Russell, 1994)

       Procrastination (Hazen & Shaver, 1990)
Thanks

Dr. Harold I. Siegel
Attachment Lab:
       Dan DePaulo
       Raelene Joran
       Allyson Meloni
       Katie Alexander
Dr. Connie Wibrowski
Writing Program
EOF
Student Life and Leadership
Shelley C. Kurland, et al.

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Attachment and college academic success a four-year longitudinal study

  • 1. Attachment and College Academic Success: A Four-Year Longitudinal Study Robert M. Kurland, Associate Dean of Student Affairs Dr. Harold I. Siegel, Chair and Professor of Psychology Rutgers University – Newark, NJ October 27, 2011
  • 2. Defining Adult Attachment + (Model of self) - + (Model of others) - (Fraley, Waller, & Brennan. 2000)
  • 3. Background Love and Work: An Attachment Theoretical Perspective (Hazan & Shaver, 1990)  Secure:  do not worry about failure or feel unappreciated  work does not interfere with friendships  take enjoyable vacations  Anxious:  worry about work performance  feel underappreciated  fear rejection for poor performances  are easily distracted  have trouble completing projects  tend to slack off after receiving praise.  Avoidant:  prefer to work alone  use work to avoid socializing  do not have enjoyable vacations from work.
  • 5. How to measure academic success?  GPA  Credit load and completion  Retention  Graduation
  • 6. Attachment and College Student Academic Success  How to improve college students’ academic success  Can Attachment Theory serve as a framework for college student academic success?
  • 7. Previous Research  Secure children at 18 months were more enthusiastic, persistent, cooperative, and, in general, more effective than insecurely attached infants (Matas, Arend, & Sroufe, 1978)  Secure children aged 1½ through 5½ paid more attention to readings than anxiously attached children (Bus & Van Ijzendoorn, 1988)  Secure children at 7 years old children were better with deductive reasoning as compared to insecure children (Jacobsen & Hofmann,1994)  Avoidant and ambivalent toddlers explored less and were less involved in school and academic related tasks and activities (Matas et. al., 1978)  Ambivalent children were more concerned with focusing on the teacher’s physical proximity and attachment availability than they were on academic tasks and activities (Cassidy & Berlin, 1994)
  • 8. Attachment and Academic Success Academically successful students Research has shown that secure need (Mikulincer &Shaver, 2007): individuals: Constructive ways of coping with handle stress better (Salas, Driskell, & frustrations and failures Hughes, 1996) optimistic expectations of academic have high levels of self-confidence success (Mattanh, Hancock, & Brand, 2004) positive attitude toward learning and Have better academic competency problem solving (Fass & Tubman, 2002)
  • 9. Study 1 – Attachment and Academic Success during the transition to College  84 Rutgers-Newark college freshmen (class of 2011)  Consent to access academic records  Survey questions used to measure:  Attachment (Fraley, Niedenthal, Marks, Brumbaugh, & Vicary, 2006; Bartholomew & Horowitz, 1991)  Ethical behavior (7-point Likert scale)  Anxiety (Beck, Epstein, Brown, & Steer, 1988)  Depression (Beck, Ward, Mendelson, Mock, & Erbaugh, 1962)  Self-esteem (Rosenberg, 1965)  Academic Locus of Control (Trice, 1985)  Student life, student activities (7-point Likert scale)
  • 10. Attachment and Academic Success in High School  ↑ Avoidance ↓ High School GPA r = -.269, p = .021  ↑ Anxiety… ↓ SAT r = -.262, p = .024
  • 11. Attachment and Academic Success during transition Student who were high in attachment anxiety performed worse academically in college as compared to high school (r = -.312, p = .007) 3 (HS GPA - College GPA) 2 1 0 0 1 2 3 4 5 6 7 Attachment anxiety
  • 12. Attachment and Academic Success - first semester Attachment avoidance and credits attempted 17 16.5 * 16 15.5 Avoidant 15 Non-avoidant 14.5 14 13.5 Avoidant Non-avoidant t (1,72) = 2.626, p = .011
  • 13. Study 2: Longitudinal study on attachment and academic success  84 Rutgers-Newark college freshmen (class of 2011)  During their first year (AY 07-08) completed survey including:  ECR – anxiety and avoidant scores  Relationship Questionnaire  Consent to access academic records  25 minutes to complete
  • 14. Attachment styles and cumulative GPA 3.500 3.400 * * * * * * 3.300 3.200 Cumulative GPA 3.100 Secure 3.000 Insecure 2.900 2.800 2.700 2.600 1 2 3 4 5 6 7 8 Semester of enrollment
  • 16. Attachment avoidance and total degree credits earned 130.00 110.00 90.00 Total earned credits 70.00 * non- * avoidant avoidant 50.00 30.00 10.00 1 2 3 4 5 6 7 8 Semesters of Enrollment
  • 18. Regression Analysis High School GPA .391* 4-year Gender Cum GPA .013 Attachment Security .273* R2 = .208
  • 19. Attachment and 4-year Graduation Rate 50.00% 45.00% * 40.00% 35.00% Graduation Rate (%) 30.00% 25.00% 20.00% 15.00% 10.00% 5.00% 0.00% secure insecure Rutgers - Newark
  • 20. Discussion  Results show secure students have higher GPA’s, are retained better, and graduate earlier  secure students showed better learning dispositions (Larose, Bernier, & Tarabulsy, 2005)  Individuals with secure attachment to both parents and peers had significantly higher GPA’s (Fass & Tubman, 2002)
  • 22. Future/Current Research  Examine the influence of two specific variables that may mediate or moderate the relationship between attachment and academic success in the classroom  Self-efficacy (Cutrona, Cole, Colangelo, Assouline, & Russell, 1994)  Procrastination (Hazen & Shaver, 1990)
  • 23. Thanks Dr. Harold I. Siegel Attachment Lab: Dan DePaulo Raelene Joran Allyson Meloni Katie Alexander Dr. Connie Wibrowski Writing Program EOF Student Life and Leadership Shelley C. Kurland, et al.