Self-efficacy and Procrastination as Self-efficacy and Procrastination as Moderators of the Influence of Moderators of the Influence of

Attachment on Academic SuccessAttachment on Academic Success

__________________________________________________________________________

Robert M. Kurland, Ph.D.Robert M. Kurland, Ph.D.Harold I. Siegel, Ph.D.Harold I. Siegel, Ph.D.

Rutgers University - Newark, Department of PsychologyRutgers University - Newark, Department of Psychology

College Student Academic College Student Academic SuccessSuccess

Attachment and Academic SuccessAttachment and Academic Success

How to improve college How to improve college students’ academic students’ academic successsuccess

Can Attachment Theory Can Attachment Theory serve as a framework for serve as a framework for college student success?college student success?

Defining Adult AttachmentDefining Adult Attachment

(Fraley, Waller, & Brennan. 2000)

(Model of self)

(Model of others)

+

+

-

-

Attachment and Academic Attachment and Academic SuccessSuccess

Academically successful students need (Mikulincer &Shaver, 2007):

Constructive ways of coping with frustrations and failures

optimistic expectations of academic success

positive attitude toward learning andproblem solving

Research has shown that secure individuals:

handle stress better (Salas, Driskell, & Hughes, 1996)

have high levels of self-confidence (Mattanh, Hancock, & Brand, 2004)

Have better academic competency (Fass & Tubman, 2002)

Previous ResearchPrevious Research Secure children at 18 months were more enthusiastic, persistent, cooperative, Secure children at 18 months were more enthusiastic, persistent, cooperative,

and, in general, more effective than insecurely attached infants and, in general, more effective than insecurely attached infants (Matas, Arend, & (Matas, Arend, & Sroufe, 1978)Sroufe, 1978)

Secure children aged 1½ through 5½ paid more attention to readings than Secure children aged 1½ through 5½ paid more attention to readings than anxiously attached children anxiously attached children (Bus & Van Ijzendoorn, 1988) (Bus & Van Ijzendoorn, 1988)

Secure children at 7 years old children were better with deductive reasoning as Secure children at 7 years old children were better with deductive reasoning as compared to insecure children compared to insecure children (Jacobsen & Hofmann,1994)(Jacobsen & Hofmann,1994)

Avoidant and ambivalent toddlers explored less and were less involved in school Avoidant and ambivalent toddlers explored less and were less involved in school and academic related tasks and activities and academic related tasks and activities (Matas et. al., 1978) (Matas et. al., 1978)

Ambivalent children were more concerned with focusing on the teacher’s physical Ambivalent children were more concerned with focusing on the teacher’s physical proximity and attachment availability than they were on academic tasks and proximity and attachment availability than they were on academic tasks and activities activities (Cassidy & Berlin, 1994) (Cassidy & Berlin, 1994)

Attachment and Academic Attachment and Academic Success in CollegeSuccess in College

Attachment and academic success during Attachment and academic success during the transition to college the transition to college (Kurland & Siegel, 2007)(Kurland & Siegel, 2007)

Attachment and academic success Attachment and academic success throughout college throughout college (Kurland & Siegel, 2011)(Kurland & Siegel, 2011) GPAGPA RetentionRetention GraduationGraduation

Why Would Attachment Affect Why Would Attachment Affect College Student Academic College Student Academic

Success?Success?

AttachmentSecurity

College Student Success

?Procrastination

(Hazan & Shaver, 1990)

Persistence(Larose, Bernier, & Tarabulsy, 2005)

Stress(Salas, Driskell, & Hughes,

1996)

Self-Confidence(Mattanah, Hancock, &

Brand, 2004)

Academic Competency(Fass & Tubman, 2002)

Social Competency(Bernier, Larose, Boivon, &

Soucy, 2004)

Problem Solving Skills (Bandura & Jourden, 1991)

Fear of Failure (Elliot & Reis, 2003)

Need for Achievement(Main & Hesse, 1990)

Exploration (Aspelmeier & Kerns,

2003)

Willingness to seek help(Ainsworth, Blehar, Water, &

Wall, 1978)

Self-Efficacy (Cutrona, Cole, Colangelo, Assouline, & Russell, 1994)

BackgroundBackground

Examine the influence of two specific variables that may Examine the influence of two specific variables that may moderate the relationship between attachment and moderate the relationship between attachment and academic success in the classroomacademic success in the classroom

Self-efficacy (Cutrona, Cole, Colangelo, Assouline, & Self-efficacy (Cutrona, Cole, Colangelo, Assouline, & Russell, 1994)Russell, 1994)

Procrastination (Hazen & Shaver, 1990)Procrastination (Hazen & Shaver, 1990)

Attachment in the classroomAttachment in the classroom

Fall semesterFall semester Principles of Psychology class (n=161)Principles of Psychology class (n=161) Prescreening surveyPrescreening survey Access to academic information (GPA and class Access to academic information (GPA and class

grades)grades)

Prescreening questionsPrescreening questions Prescreening questionnaire:Prescreening questionnaire:

Relationship Structure (Fraley, Niedenthal, Marks, Relationship Structure (Fraley, Niedenthal, Marks, Brumbaugh, & Vicary, 2006)Brumbaugh, & Vicary, 2006)

Four Paragraphs Questionnaire (Bartholomew and Horowtz, Four Paragraphs Questionnaire (Bartholomew and Horowtz, 1991)1991)

Self-efficacy (Sherer, et al., 1982)Self-efficacy (Sherer, et al., 1982)

Procrastination (Solomon & Rothblum, 1984)Procrastination (Solomon & Rothblum, 1984)

Correlational AnalysisCorrelational Analysis

↑ ↑ Attachment anxiety:Attachment anxiety: procrastination procrastination rr = .202* = .202* self-efficacy self-efficacy r r = -.195*= -.195* Final Grade Final Grade rr = -.161* = -.161*

↑ ↑ Attachment avoidance:Attachment avoidance: Final GradeFinal Grade rr = -.157* = -.157* GPAGPA rr = -.252** = -.252**

* p < .05** p < .01

Hypothesis: ProcrastinationHypothesis: Procrastination

Does Procrastination (Procrastination survey) moderate the Does Procrastination (Procrastination survey) moderate the relationship between attachment (attachment survey) and relationship between attachment (attachment survey) and academic success (final grade in class / GPA)academic success (final grade in class / GPA)

Procrastination as a moderatorProcrastination as a moderator

1.5

2

2.5

3

3.5

3 4 5 6

GPA

Attachment Avoidance

Linear (HighProcrastination)

Linear (LowProcrastination)

Hypothesis: Self-efficacyHypothesis: Self-efficacy

Does Self-efficacy (Self-efficacy survey) moderate the Does Self-efficacy (Self-efficacy survey) moderate the relationship between attachment (attachment survey) and relationship between attachment (attachment survey) and academic success (final grade in class / GPA)academic success (final grade in class / GPA)

Self-efficacy as a moderatorSelf-efficacy as a moderator

DiscussionDiscussion Procrastination as a moderator Procrastination as a moderator

Avoidants are less likely to seek helpAvoidants are less likely to seek help Less likely to engage in discussions in and out of the Less likely to engage in discussions in and out of the

classroomclassroom

Self-efficacy as a moderatorSelf-efficacy as a moderator High self-efficacy may lead to positive view of selfHigh self-efficacy may lead to positive view of self Students may have enrolled in a class that they are Students may have enrolled in a class that they are

confident that they will do well inconfident that they will do well in

Future researchFuture research

1.1. Examine other psychological variables within the Examine other psychological variables within the

classroomclassroom

2.2. Increase self-efficacy (cooperative learning strategies) Increase self-efficacy (cooperative learning strategies)

and decrease procrastination (multiple deadlines for and decrease procrastination (multiple deadlines for

projects) within the classroomprojects) within the classroom

3.3. Use research to identify students at risk and develop Use research to identify students at risk and develop

programs and services programs and services

Thanks