Attachment Theory as a Predictor of Retention in First-Year College Students

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Autor/in	Hoyer, Matthew A.
Titel	Attachment Theory as a Predictor of Retention in First-Year College Students
Quelle	(2017), (123 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of South Dakota
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-3554-0866-9
Schlagwörter	Hochschulschrift; Dissertation; Attachment Behavior; Predictor Variables; School Holding Power; Parent Child Relationship; Interpersonal Relationship; Social Development; Cognitive Development; Measures (Individuals); Mothers; Fathers; Well Being; College Freshmen; Questionnaires; Academic Persistence; Student Attitudes; Multivariate Analysis; Place of Residence; Proximity; Family Environment; South Dakota + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Attachment; Bindungsverhalten; Prädiktor; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Soziale Entwicklung; Kognitive Entwicklung; Messdaten; Mother; Mutter; Well-being; Wellness; Wohlbefinden; Studienanfänger; Fragebogen; Schülerverhalten; Multivariate Analyse; Wohnort; Lebensnähe; Familienmilieu; South-Dakota
Abstract	The prerequisite of a post-secondary education has grown at an unadulterated rate in the 21st century. During this time, research has clearly demonstrated the fundamental need of a healthy enduring relationship with a mother, father, partner, or friend through the psychological lens of attachment theory to auspiciously aid in the social and cognitive development of adolescents. Similarly, the literature has also shown how the retention of students is obligatory for the well-being of both the institution to which a student is enrolled and to the individual themselves. Using attachment theory as a means through which to more fully appreciate the retention of students is the very premise of this paper. The subjects of this study included first-year students enrolled in any social science undergraduate class at The University of South Dakota (USD). To assess the degree to which an individual is attached to his/her mother, father, partner, and friend was ascertained through the utilization of the Experiences in Close Relationships--Relationship Structures (ECR-RS). To acquire the information necessary to understand the nature of the student's potential for retention at USD was garnered through the application of the College Persistence Questionnaire-Version Three (CPQ-V3). A short demographical survey entailing six questions was incorporated to take into account the potential moderating variables of one's gender, race, whether they live on campus or not, and if their parents live within a 75 mile radius. The initial data analysis involved the researcher computing the means and standard deviations of the attachment relationships of the ECR-RS. The most secure and enduring attachment relationship was that with one's mother. The greatest mean score for the 10 subscales of the CPQ-V3 was degree commitment. Degree commitment measured the extent to which a student would likely be retained by the school. A plurality of the participants were both securely attached and were likely to persist in their collegiate endeavors. Analysis of multivariate statistical linear regression was used to predict the changes in the likelihood that an individual would persist in college. The students whose relationship with their father's was dismissive in nature, were significantly less likely to persist in college. Similarly, participants whose parents lived over 75 miles away were statistically less likely to be retained by USD. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01