A Correlational Study on Attachment Dimensions, Academic Performance and Self-Regulated Learning of University Students in South Africa

Autor/inn/en	Thomas, Bianca Lee; Viljoen, Margaretha
Titel	A Correlational Study on Attachment Dimensions, Academic Performance and Self-Regulated Learning of University Students in South Africa
Quelle	In: Cambridge Journal of Education, 50 (2020) 1, S.21-36 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Thomas, Bianca Lee)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2019.1625866
Schlagwörter	Correlation; Learning Strategies; Metacognition; Attachment Behavior; Student Attitudes; College Students; Measures (Individuals); Study Skills; Academic Achievement; Individual Differences; Questionnaires; Foreign Countries; Anxiety; Developmental Stages; Children; Adolescents; Psychological Patterns; Interpersonal Relationship; South Africa; Learning and Study Strategies Inventory + Suchen Sie Ihr Suchwort? Korrelation; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Attachment; Bindungsverhalten; Schülerverhalten; Collegestudent; Messdaten; Studientechnik; Schulleistung; Individueller Unterschied; Fragebogen; Ausland; Angst; Child; Kind; Kinder; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
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. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01