Self-efficacy and Procrastination as  Moderators of the Influence ofAttachment on Academic Success           _____________...
College Student Academic         Success
Attachment and Academic Success   How to improve college    students’ academic    success   Can Attachment Theory    ser...
Defining Adult Attachment                         +      (Model of self)        -       +(Model of others)       -        ...
Attachment and Academic               SuccessAcademically successful students        Research has shown that secureneed (M...
Previous Research   Secure children at 18 months were more enthusiastic, persistent, cooperative,    and, in general, mor...
Attachment and Academic            Success in College   Attachment and academic success during    the transition to colle...
Why Would Attachment Affect     College Student Academic             Success?                      Persistence            ...
Background   Examine the influence of two specific variables that may    moderate the relationship between attachment and...
Attachment in the classroom   Fall semester   Principles of Psychology class (n=161)   Prescreening survey   Access to...
Prescreening questions   Prescreening questionnaire:       Relationship Structure (Fraley, Niedenthal, Marks,        Bru...
Correlational Analysis   ↑ Attachment anxiety:       procrastination   r = .202*       self-efficacy     r = -.195*    ...
Hypothesis: ProcrastinationDoes Procrastination (Procrastination survey) moderate therelationship between attachment (atta...
Procrastination as a moderator     3.5      3     2.5                                  Linear (High                       ...
Hypothesis: Self-efficacyDoes Self-efficacy (Self-efficacy survey) moderate therelationship between attachment (attachment...
Self-efficacy as a moderator
Discussion   Procrastination as a moderator       Avoidants are less likely to seek help       Less likely to engage in...
Future research1.   Examine other psychological variables within the     classroom2.   Increase self-efficacy (cooperative...
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Self efficacy and procrastination as moderators of the influence of attachment on academic success kurland-epa_3-2-13

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Self efficacy and procrastination as moderators of the influence of attachment on academic success kurland-epa_3-2-13

  1. 1. Self-efficacy and Procrastination as Moderators of the Influence ofAttachment on Academic Success _____________________________________ Robert M. Kurland, Ph.D. Harold I. Siegel, Ph.D. Rutgers University - Newark, Department of Psychology
  2. 2. College Student Academic Success
  3. 3. Attachment and Academic Success How to improve college students’ academic success Can Attachment Theory serve as a framework for college student success?
  4. 4. Defining Adult Attachment + (Model of self) - +(Model of others) - (Fraley, Waller, & Brennan. 2000)
  5. 5. Attachment and Academic SuccessAcademically successful students Research has shown that secureneed (Mikulincer &Shaver, 2007): individuals: Constructive ways of coping with handle stress better (Salas, Driskell, & frustrations and failures Hughes, 1996)optimistic expectations of academic have high levels of self-confidence success (Mattanh, Hancock, & Brand, 2004)positive attitude toward learning and Have better academic competency problem solving (Fass & Tubman, 2002)
  6. 6. Previous Research Secure children at 18 months were more enthusiastic, persistent, cooperative, and, in general, more effective than insecurely attached infants (Matas, Arend, & Sroufe, 1978) Secure children aged 1½ through 5½ paid more attention to readings than anxiously attached children (Bus & Van Ijzendoorn, 1988) Secure children at 7 years old children were better with deductive reasoning as compared to insecure children (Jacobsen & Hofmann,1994) Avoidant and ambivalent toddlers explored less and were less involved in school and academic related tasks and activities (Matas et. al., 1978) Ambivalent children were more concerned with focusing on the teacher’s physical proximity and attachment availability than they were on academic tasks and activities (Cassidy & Berlin, 1994)
  7. 7. Attachment and Academic Success in College Attachment and academic success during the transition to college (Kurland & Siegel, 2007) Attachment and academic success throughout college (Kurland & Siegel, 2011)  GPA  Retention  Graduation
  8. 8. Why Would Attachment Affect College Student Academic Success? Persistence Exploration Social Stress Competency Self-Confidence Willingness to seek help CollegeAttachment NeedSelf-Efficacy Procrastination AcademicAchievement& for Competency Problem Solving Skills Fear ofBernier, & Failure Security (Larose, Hancock, & (Salas, Driskell,& Boivon, & (Ainsworth, Cole, &Kerns, (Aspelmeier (Bernier, Larose,Colangelo, (Mattanah,? Hughes, Blehar, Water, (Cutrona,&Shaver, 1990) Student (Hazan & Hesse,2003) (Bandura&Tubman,1990) (Main& & Jourden, 1991) (Elliot 2003)2005) Reis, 2002) (FassBrand,1978) Tarabulsy, Soucy, 2004) 1994) Assouline,1996) Wall, Russell, & Success
  9. 9. Background Examine the influence of two specific variables that may moderate the relationship between attachment and academic success in the classroom  Self-efficacy (Cutrona, Cole, Colangelo, Assouline, & Russell, 1994)  Procrastination (Hazen & Shaver, 1990)
  10. 10. Attachment in the classroom Fall semester Principles of Psychology class (n=161) Prescreening survey Access to academic information (GPA and class grades)
  11. 11. Prescreening questions Prescreening questionnaire:  Relationship Structure (Fraley, Niedenthal, Marks, Brumbaugh, & Vicary, 2006)  Four Paragraphs Questionnaire (Bartholomew and Horowtz, 1991)  Self-efficacy (Sherer, et al., 1982)  Procrastination (Solomon & Rothblum, 1984)
  12. 12. Correlational Analysis ↑ Attachment anxiety:  procrastination r = .202*  self-efficacy r = -.195*  Final Grade r = -.161* ↑ Attachment avoidance:  Final Grade r = -.157*  GPA r = -.252** * p < .05 ** p < .01
  13. 13. Hypothesis: ProcrastinationDoes Procrastination (Procrastination survey) moderate therelationship between attachment (attachment survey) andacademic success (final grade in class / GPA)
  14. 14. Procrastination as a moderator 3.5 3 2.5 Linear (High Procrastination) G A P Linear (Low Procrastination) 2 1.5 3 4 5 6 Attachment Avoidance
  15. 15. Hypothesis: Self-efficacyDoes Self-efficacy (Self-efficacy survey) moderate therelationship between attachment (attachment survey) andacademic success (final grade in class / GPA)
  16. 16. Self-efficacy as a moderator
  17. 17. Discussion Procrastination as a moderator  Avoidants are less likely to seek help  Less likely to engage in discussions in and out of the classroom Self-efficacy as a moderator  High self-efficacy may lead to positive view of self  Students may have enrolled in a class that they are confident that they will do well in
  18. 18. Future research1. Examine other psychological variables within the classroom2. Increase self-efficacy (cooperative learning strategies) and decrease procrastination (multiple deadlines for projects) within the classroom3. Use research to identify students at risk and develop programs and services
  19. 19. Thanks

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