Attachment state of mind, learning dispositions, and academic performance during the college transition.
The purpose of this study was to examine the relation among attachment state of mind, students' learning dispositions, and academic performance during the college transition. Sixty-two students were involved in a short-term longitudinal study and were interviewed with the Adult Attachment Interview. Students' learning dispositions were assessed at the end of high school (Time 1) and halfway through their 1st semester in college (Time 2). Academic records were collected at Time 1 as well as at the end of the 1st, 2nd, and 3rd college semesters. Autonomous students showed better learning dispositions throughout the transition and were less likely than dismissing and preoccupied students to experience a decrease in these dispositions between Time 1 and Time 2. In addition, dismissing students obtained the lowest average of grades in college, and this association was mediated by changes in quality of attention during the transition.
Larose
Simon
S
Groupe de recherche sur l'inadaptation psychosociale chez l'enfant, Département d'études sur l'enseignement et l'apprentissage, Université Laval.
Bernier
Annie
A
0000-0002-2359-9808
Département de psychologie, Université de Montréal.
Tarabulsy
George M
GM
Groupe de recherche sur l'inadaptation psychosociale chez l'enfant, École de Psychologie, Université Laval.
D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D001290:Attitude; D004522:Educational Status; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D007858:Learning; D008016:Life Change Events; D008137:Longitudinal Studies; D008297:Male; D014495:Universities