Why Attachment Matters: First-Year Post-Secondary Students' Experience of Burnout, Disengagement, and Drop-Out

Autor/inn/en	Bumbacco, Carly; Scharfe, Elaine
Titel	Why Attachment Matters: First-Year Post-Secondary Students' Experience of Burnout, Disengagement, and Drop-Out
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 24 (2023) 4, S.988-1001 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scharfe, Elaine)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025120961012
Schlagwörter	Burnout; Dropouts; College Students; Learner Engagement; At Risk Students; Anxiety; College Freshmen; Attachment Behavior; Correlation; Social Support Groups; Coping; Foreign Countries; Peer Relationship; Parent Child Relationship; Mothers; Fathers; Canada + Suchen Sie Ihr Suchwort? Burn out (Psychology); Burnout-syndrom; Burnout-Syndrom; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Collegestudent; Angst; Studienanfänger; Attachment; Bindungsverhalten; Korrelation; Social support; Soziale Unterstützung; Bewältigung; Ausland; Peer-Beziehungen; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Mother; Mutter; Kanada
Abstract	Despite considerable evidence that attachment theory is a valuable framework for understanding educational outcomes, associations between attachment representations, academic burnout, engagement, and drop-out have been largely overlooked. In this study, 290 first-year post-secondary students completed attachment, academic burnout, and academic engagement questionnaires; 15% of the 290 students did not return for their second year. Using Structural Equation Modelling, we were able to simultaneously test the associations among variables while controlling for measurement error which may attenuate or overestimate the associations between variables. We also tested whether the associations were similar when the decision to drop-out was added to the model. Attachment anxiety, but not attachment approach-avoidance, was found to be associated with higher burnout and lower engagement. Furthermore, higher burnout increased chances of drop-out. Implications of these findings for universities include consideration of attachment relationships when developing interventions to reduce student burnout, disengagement, and drop-out is discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01