Maternal and Teacher Attachment as Predictors of Student Engagement

Autor/in	Humphreys, Jane
Titel	Maternal and Teacher Attachment as Predictors of Student Engagement
Quelle	In: Psychology of Education Review, 44 (2020) 2, S.3-11 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1463-9807
Schlagwörter	Mothers; Predictor Variables; Attachment Behavior; Stress Variables; Interpersonal Relationship; Student Adjustment; College Students; Outcomes of Education; Teacher Student Relationship; College Faculty; Locus of Control; Attendance; Correlation; Student Personnel Services; Student Attitudes; Caring; Trust (Psychology); Alienation; Learner Engagement; Academic Achievement + Suchen Sie Ihr Suchwort? Mother; Mutter; Prädiktor; Attachment; Bindungsverhalten; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; Collegestudent; Lernleistung; Schulerfolg; Teacher student relationships; Lehrer-Schüler-Beziehung; Fakultät; Anwesenheit; Korrelation; Schülerverhalten; Care; Pflege; Sorge; Betreuung; Entfremdung; Schulleistung
Abstract	Internal working models of social relationships are based on the earliest attachment bonds we make with caregivers (Bowlby, 1969, 1973), and relate to a number of later outcomes in childhood, adolescence and adulthood. In education, attachment styles map on to young children's educational journey but finding evidence in older groups has been harder (Hagenauer & Volet, 2014). However, transitioning to university is a time of stress and challenge where we might expect to see attachment mechanisms activated. Therefore, the objective of the two studies reported here was to explore the relationship between attachment and academic outcomes in university students during their first year. Study 1 assessed 387 students (71 per cent female) in the first month of arrival on maternal attachment; attachment to a school teacher; and their current emotions. The second study assessed 91 students (74 per cent female) later in their first year on: measures of student-instructor relationships; adjustment; engagement; academic locus of control; and self-rated attendance at seminars and lectures. Findings from correlational and regression analyses suggest that there are relationships between attachment and student outcomes, with likely implications for university teaching staff and support services. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01