Abstract
Attachment, self-efficacy, and procrastination were measured in 161 college students enrolled in an Introductory Psychology class. Class grades and overall academic records were also obtained. Students who had higher levels of attachment anxiety had lower final grades in the class, higher levels of procrastination, and lower self-efficacy. Students with higher levels of attachment avoidance had lower grades within the class and a lower overall Grade Point Average (GPA). Regression analysis showed that self-efficacy moderated the relationship between attachment and class grade as well as overall GPA. Procrastination also moderated the relationship between both attachment anxiety and GPA and attachment avoidance and GPA.
Highlights
The results indicated that students high in attachment avoidance did not have higher procrastination scores (r = .117, p = .140) nor measures of lower self-efficacy (r = .098, p = .217)
The current results show that higher levels of either attachment anxiety or attachment avoidance were related to students’ lower final grades
Students who indicated that they had high levels of attachment anxiety had high levels of procrastination and low levels of self-efficacy
Summary
A number of psychological factors affect college academic success including: motivation (Linnenbrink & Pintrich, 2002), emotional intelligence (Parker, Summerfeldt, Hogan, & Majeski, 2004), attitude (Tracey & Sedlacek, 1985), exploration (Aspelmeier & Kerns, 2003), persistency (Larose, Bernier, & Tarabulsy, 2005), selfconfidence (Mattanah, Hancock, & Brand, 2004), academic achievement (Fass & Tubman, 2002) and social competency (Bernier, Larose, Boivin, & Soucy, 2004), and self-esteem (Brennan & Morris, 1997).
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