Why do I study? The moderating effect of attachment style on academic motivation.
Past research has shown the importance of considering close others' interests when pursuing goals, but no research has examined potential moderators of this effect. Two studies examined how attachment style moderates the association between reasons for studying and academic outcomes. In Study 1, 119 participants reported their attachment style, the reasons why they study, and their study habits. As predicted, the association between relational reasons and studying was positive for secure individuals and negative for avoidant individuals. In Study 2, 195 participants reported their attachment style and reasons for studying, as well as their GPA and academic well-being. As predicted, the association between relational reasons and GPA was positive for secure individuals, whereas the associations between personal reasons for studying and academic well-being were positive for avoidant individuals. These results indicate the importance of considering individual differences as moderators of the association between goal motives and outcomes.
Department of Psychology, Eastern Kentucky University, Richmond 40475, USA. Jonathan.Gore@EKU.EDU
Jonathan S
JS
Gore
Mary Jill
MJ
Rogers
D000124:Achievement; D000293:Adolescent; D002605:Character; D003163:Competitive Behavior; D005120:Extraversion, Psychological; D005260:Female; D006801:Humans; D007206:Individuality; D008297:Male; D009042:Motivation; D009769:Object Attachment; D010555:Personality Inventory / Q000706:statistics & numerical data; D011594:Psychometrics; D012649:Self Concept; D012930:Social Dominance; D012933:Social Identification; D013334:Students / Q000523:psychology*; D055815:Young Adult