Attachment State of Mind, Learning Dispositions, and Academic Performance During the College Transition

Autor/inn/en	Larose, Simon; Bernier, Annie; Tarabulsy, George M.
Titel	Attachment State of Mind, Learning Dispositions, and Academic Performance During the College Transition
Quelle	In: Developmental Psychology, 41 (2005) 1, S.281-289 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
Schlagwörter	Academic Achievement; Student Attitudes; Undergraduate Students; College Preparation; Interviews; Longitudinal Studies; High School Students; Attachment Behavior; Cognitive Style; Independent Study; Grades (Scholastic) + Suchen Sie Ihr Suchwort? Schulleistung; Schülerverhalten; Interviewing; Interviewtechnik; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Attachment; Bindungsverhalten; Cognitive styles; Kognitiver Stil; Selbststudium; Notenspiegel
Abstract	The purpose of this study was to examine the relation among attachment state of mind, students' learning dispositions, and academic performance during the college transition. Sixty-two students were involved in a short-term longitudinal study and were interviewed with the Adult Attachment Interview. Students' learning dispositions were assessed at the end of high school (Time 1) and halfway through their 1st semester in college (Time 2). Academic records were collected at Time 1 as well as at the end of the 1st, 2nd, and 3rd college semesters. Autonomous students showed better learning dispositions throughout the transition and were less likely than dismissing and preoccupied students to experience a decrease in these dispositions between Time 1 and Time 2. In addition, dismissing students obtained the lowest average of grades in college, and this association was mediated by changes in quality of attention during the transition. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10