PARENTAL ATTACHMENT STYLES AS CORRELATEs OF ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN RIVERS EAST SENATORIAL DISTRICT

PARENTAL ATTACHMENT STYLES AS CORRELATEs OF ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN RIVERS EAST SENATORIAL DISTRICT

PARENTAL ATTACHMENT STYLES AS CORRELATEs OF ACADEMIC ACHIEVEMENT OF PRIMARY SCHOOL PUPILS IN RIVERS EAST SENATORIAL DISTRICT.

BY

HARRY, SOPHIA EBIMOBOERE (BSc.Ed ME.d)

This email address is being protected from spambots. You need JavaScript enabled to view it./08068580762

AND

ODIASE, JERRY EDOBOR (Ph.D)

 

Department of Educational Psychology, Guidance and Counselling, Faculty of Education, University Of Port Harcourt.

 

                                                                   ABSTRACT

The study investigated parental attachment styles as correlate of academic achievement of primary school pupils in Rivers state. The objective of the study was to find out the extent to which attachment styles (secure, ambivalent and avoidant) correlate independently and collectively with academic achievement. The population of the study was all the 8,086 pupils in all the 152 public primary schools in Ikwerre, Obio-Akpor and Port-Harcourt local government areas of Rivers state. A sample of 485 pupils from 30 public primary schools was drawn using simple random sampling and proportionate sampling techniques. Four research questions and four null hypotheses guided the study. Two instruments were used for the study namely; Teacher-made achievement test and Attachment Style Questionnaire. Face, content and construct validities of the instruments were ensured. Reliability of the instruments was done using test-retest method and the coefficients obtained were: .922 for Teacher-made achievement test and .861, .752, and .917 for secure, ambivalent and avoidant attachment styles respectively. Simple regression analysis was used to answer research questions 1,2 and 3 while multiple regression analysis was used to answer research question 4. In testing the null hypotheses, t-test associated with simple regression was used to test hypotheses 1,2 and 3 while hypotheses 4 was tested using Analysis of Variance associated with multiple regression. Results of the study indicated that secure attachment style and ambivalent attachment style had a negative and significant relationship with academic achievement while avoidant attachment style had a positive and no significant relationship with academic achievement. The result also revealed that there is a joint positive and significant relationship between the three attachment styles and academic achievement. Based on the findings, recommendations were made, one of which is that parents should as much as possible respond to the needs of their children so that they will not feel neglected.

Key words: Attachment styles, academic achievement, pupils and parents.

 

 

 

 

 

 

INTRODUCTION

 

     The school is a place designed to impact knowledge in a child. When knowledge is not impacted, then the aim of schooling is defeated. Parents expect that sending a child to school should bring about positive academic outcome which is often measured through continuous assessments and examinations. The outcome or result of examination is seen as an indicator of the child’s level of academic achievement.    Academic Achievement according to Crow and Crow (1969) means the extent to which the learner is profiting from instruction in a given area of learning. Achievement is defined in the. Academic achievement refers to the scores obtained in the annual examination or the degree or level of success attained in some specific areas concerning scholastic or academic work.

 

     Academic achievement according to Kumari (2001) is the sum total of information gained after completing a course of instruction (partially or fully) in a particular grade that is obtained in an achievement test. It also refers to what a student has achieved in different subjects of study during the course of academic year. Academic achievement is affected largely due to intra-individual differences (differences within the individual from time to time) or with individual differences (differences between one individual and another). Besides areas of functioning, individuals of the same group, same grade and same potential ability may differ in their academic proficiency due to many factors (Arora, 2016). Chand and Singh (2016) posit that across the globe, children with high academic achievement are likely to be rated as capable individuals. On the other hand, children with poor academic achievement are likely to face adverse comments from parents, teachers and peers. Furthermore, academic achievement can be referred to as the level of schooling one has successfully completed and also the ability to attain success in ones studies. When a student acquires great grades, it is seen as an example of academic achievement. Janelle (2011) stated that academic achievement is important for the successful development of young people in the society.

 

 

Bello (2012) stated that examination is the most viable instrument to measure students academic performance. This is to say that performance is the accomplishment of any work-out activities in accordance with the organisation’s objectives. Therefore, performance is all about achieving the goals of an organisation through working as expected to earn desired result.

 

     Students who do well in school are better able to make the transition into adulthood and to achieve occupational and economic success. Academic achievement especially at the elementary level is a major determinant of the future of youths in particular, and the nation in general (Meenudev, 2016). In the words of Adebayo (2016), the major goal of the school is to work towards attainment of academic excellence by students. According to him, the school may have other peripheral objectives, but emphasis is always placed on achievement of sound scholarship. Besides, virtually everybody concerned with education places premium on academic achievement. Excellent academic achievement of students is always the expectation of parents (Osiki, 2001).

 

     The pattern of relationship parents have with their child (ren) may in one way or the other be associated with how the child behaves or adjust socially or performs academically. This pattern of relationship refers to the unique and enduring bond between a caregiver and his or her child which has to do with the ways that parents and children interact with one another physically, emotionally, and socially. It is assumed that the relationships between parents and children are very important in determining who they become and how they  relate to others and the world (Schissel, 2018).  This pattern of relationship is seen as attachment styles.

 

     Attachment  styles according to Kendra (2007) is a special emotional relationship that involves an exchange of comfort, care and pleasure. Ronit (2015) maintains that babies relationship with their parents in their first year of life has a significant impact in their future relationships. The kind of attachment they have with their parents as babies becomes a blueprint of their attitude towards themselves and others later in life. Attachment can be seen as the bond a child forms to a primary caregiver (parents). This bond endures throughout life and has a profound effect on the individual's development. Webster and Reld, (2004) stated that the impact of this early attachment relationship can be seen in a child's social emotional development, cognitive and language development, school readiness, school success/failure, and overall adjustment in school. Ekeh (2012) noted that attachment is not an inborn trait in children but that it is a relationship as a result of survival instinct of the child to the attachment figure. It is necessitated by the child's need for safety, security and protection which are paramount in infancy and childhood. She further stated that adult figures must be available for effective attachment, this they can do by being physically present around the children, being open in communication with them, responding to their needs for help and being aware of the needs of the children. The extent to which the adult figure (including parents) exhibit these specific behaviours in parenting relationships determines the style of attachment children adapt in relating with them.

The relationship infants have with their parents or primary care givers has an enormous impact on their future mental, physical, social, and emotional health. It is not founded on the quality of care or parental love, but on the nonverbal emotional communication developed with the child, known as the attachment bond (Segal, Glenn, and Robinson, 2019).

 

     John Bowlby is credited as the father of attachment theory. He described attachment as a lasting psychological connectedness between human beings. He also describes attachment as a deep and enduring affectionate bond that connects one person to another across time and space.  (Bowlby, 1969). He proposed three types of attachment styles: Secure attachment style, Ambivalent attachment style and Avoidant attachment style.

 

Secure attachment is defined as an attachment relationship which is classified by children who show distress when their caregiver leaves but are able to composed themselves knowing that their caregiver will return. They feel protected by their care givers and they know that they can depend on them to return. A toddler who is securely attached to his or her parent (or other familiar caregiver) will explore freely while the caregiver is present, typically engages with strangers, is often visibly upset when the caregiver departs, and is generally happy to see the caregiver return. The extents of exploration and of distress are affected, however, by the child's temperamental make-up and by situational factors as well as by attachment status. A child's attachment is largely influenced by their primary caregiver's sensitivity to their needs. Parents who consistently (or almost always) respond to their child's needs will create securely attached children. Such children are certain that their parents will be responsive to their needs and communications. (Schacter 2009).  According to Aronoff (2012), a child becomes securely attached when the parent is available and able to meet the needs of the child in a responsive and appropriate manner. At infancy and early childhood, if parents are caring and attentive towards their children, those children will be more prone to secure attachment.

 

A secure attachment bond ensures that the child will feel secure, understood, and calm enough to experience optimal development of his or her nervous system. A child’s developing brain organizes itself to provide him with the best foundation for life, a feeling of safety that results in eagerness to learn, healthy self-awareness, trust, and empathy (Segal et al, 2019).

Ambivalent attachment style is defined as an attachment relationship which is classified by children who become very distressed when their care giver leaves and they are not able to soothe or compose themselves. A child with an ambivalent pattern of attachment cannot depend on their care giver to be there for them, they will typically explore little and is often wary of strangers, even when the parent is present. When the caregiver departs, the child is often highly distressed. The child is generally ambivalent when the caregiver returns. (Ainsworth, Blehar, Waters and Walls, 1978) The ambivalent strategy is a response to unpredictably responsive care giving, and the displays of anger (ambivalent resistant) or helplessness (ambivalent passive) towards the caregiver on reunion can be regarded as a conditional strategy for maintaining the availability of the caregiver by pre-emptively taking control of the interaction.(Crittenden,1999).

 

Avoidant attachment style is defined as an attachment relationship which is classified by children who avoid their caregivers, showing no distress when the caregiver leaves. An infant with an avoidant pattern of attachment will avoid or ignore the caregiver, showing little emotion when the caregiver departs or returns. The infant will not explore very much regardless of who is there. Infants are depicted as avoidant when there is conspicuous avoidance of the mother in the reunion episodes which is likely to consist of ignoring her altogether, although there may be some pointed looking away, turning away, or moving away. If there is a greeting when the mother enters, it tends to be a mere look or a smile, either the baby does not approach his mother upon reunion, or they approach in abortive fashions with the baby going past the mother, or it tends to only occur after much coaxing .If picked up, the baby shows little or no contact-maintaining behaviour, he tends not to cuddle in, he looks away and he may squirm to get down (Ainsworth et al, 1978). Children with avoidant attachment style react similarly to strangers as they do with their care giver.

 

The primary aim of learning is to achieve academic excellence. If this aim is not met, then the learning process is faulty. As a primary school teacher, the researcher has observed how some pupils perform academically. Some pupils experience difficulty understanding the lessons been taught, they look absent minded during class periods, they are scared to answer questions in class and all these in turn affect their performance during test and examination thereby leading to poor academic achievement. Also, it was observed that some pupils who try to pay attention during teaching also end up having poor grades. From all these, it could be assumed that some pupils are having difficulty coping with school activities ,which in turn may have a negative impact in their academic achievements.

                                                                                                                      

Despite that teachers try to maintain good teacher-pupil relationship, these issues still linger. Also, despite that all pupils in a particular school are engaged in similar school activities and school environment, some pupils easily achieve greatly academically while some others struggle to pass examination. Based on these, it may then be assumed that apart from in-school factors, some other factors could be related to academic achievement. Many factors such as teacher-pupil relationships, relationship with peers or classmates e.t.c have been attributed to academic achievement, but it is not certain whether some psychological factors such as parental attachment styles may be attributed to academic achievement of primary school pupils, hence this research (to the best of the researcher’s knowledge). Again, few studies carried out  on attachment styles and academic achievement were done using secondary school students thereby neglecting primary school pupils.  It is for these reasons that there is a need to carry out a research on parental attachment styles as correlate of academic achievement of primary school pupils. Therefore, the problem of the study is: How does parental attachment styles relate to primary school pupils’ academic achievement?

 

Research Questions

 

The following research questions guided the conduct of this study:

 

1. What is the relationship between secure attachment style and academic achievement of primary school pupils?
2. How does ambivalent attachment style relate with academic achievement of primary school pupils?
3. What is the relationship between avoidant attachment style and academic achievement of primary school pupils?
4. What is the joint relationship between attachment styles (secure, ambivalent and avoidant) with academic achievement of primary school pupils?

 

Hypotheses

 

The following null hypotheses which were tested at 0.05 level of significance were formulated to guide the study:

 

1. There is no significant relationship between secure attachment style and academic achievement of primary school pupils.
2. Ambivalent attachment style is not significantly related to academic achievement of primary school pupils.
3. Avoidant attachment style is not significantly related to academic achievement of primary school pupils.
4. Attachment styles (secure, ambivalent, and avoidant) do not have significant relationship with academic achievement of primary school pupils.

 

Methodology

The correlational research design was adopted for the study. The population of the study consisted of all the 8,086 primary school pupils (senior primary 5) in all the 152 public primary schools in Port Harcourt, Obio-Akpor and Ikwerre local government areas of Rivers state. A sample of 485 primary 5 pupils in 30 public primary schools were used for the study. Simple random sampling and proportionate  sampling technique was adopted for the study. Simple random sampling (balloting) was used to draw 30 public primary school from the three local government areas and proportionate sampling technique was then used to draw the sample for the study. Two instruments were  used for data collection in the study they included: “ Attachment Styles Questionnaire” (ASQ) developed by Diane (2014) and “Teacher Made Achievement Test”. The items for ASQ were rated on a 4 point Likert scale of Strongly agree (4), Agree (3), Disagree (2) and Strongly disagree (1), while the T-MAT had 50 items, 25 for Mathematics and 25 for English language with each item scoring one point . Face, content and construct validities were ensured. The reliability of the instruments was determined through the test-retest method for a measure of coefficient of stability. 30 pupils were used as sample for the reliability test and the following coefficients were obtained for the various instruments: 861, .752 and .917 for Secure, Ambivalent and Avoidant attachment styles respectively and .922 for Teacher made achievement test. The coefficients obtained were high enough to guarantee the use of the instruments as reliable for the study. Data obtained were analysed using simple regression analysis to answer research question 1, 2, and 3, while multiple regression analysis was used to answer research question 4. In testing the null hypotheses, t-test associated with simple regression was used to test hypothesis 1, 2 and 3, while analysis of variance (ANOVA) associated with multiple regression was used to test hypothesis 4. 

Research question 1: What is the relationship between secure attachment style and academic achievement of primary school pupils?

 

Hypothesis 1: There is no significant relationship between secure attachment style and academic achievement of primary school pupils.

 

 

Table 1: Simple regression analysis showing the relationship between secure attachment style and academic achievement.

Model summary              R             R2             Adjusted R2              Std. Error of the Estimate

1                                .105          .011               .009                          6.39746   Coefficient                             Unstandardized coefficient             Standardized coefficient

Model                                 B             Std. Error                          Beta                    t                 sig  (constant)                       36.617         1.549                                                         23.643        .000 Secure attachment           -.107             .046                                -.105               -2321            .021

The result in table 1 revealed that the R-value obtained for secure attachment and academic achievement was .105. This indicated that secure attachment had a low negative relationship with academic achievement. To determine if the relationship was significant or not, t-test associated with the regression analysis was employed. It was observed that the beta value for secure attachment was -.105 and t-value was -2.321 which was significant at .021 and less than the chosen probability level of .05. Therefore, the null hypothesis which stated that there is no significant relationship between secure attachment and academic achievement was rejected. This implied statistically that secure attachment has a negative and significant relationship with academic achievement.

 

Research question 2: How does ambivalent attachment style relate with academic achievement of primary school pupils?

 

Hypothesis 2: Ambivalent attachment style is not significantly related to academic achievement of primary school pupils.

 

 

Table 2: Simple regression analysis showing the relationship between ambivalent  attachment style and academic achievement.

Model summary              R             R2             Adjusted R2              Std. Error of the Estimate

1                                .204          .042               .040                          6.29774   Coefficient                                         Unstandardized coefficient             Standardized coefficient

Model                                      B               Std. Error                          Beta                   t             sig  (constant)                            40.691          1.685                                                      24.151      .000 Ambivalent attachment          -.255           .056                                -.204                -4.580      .000

The result in table 2 revealed that the R-value obtained for ambivalent attachment and academic achievement was .204. This indicated  that ambivalent attachment had a low negative relationship with academic achievement. To determine if the relationship was significant or not, t-test associated with the regression analysis was employed. It was observed that the beta value for ambivalent attachment was -.204 and t-value was -4.580 which was significant at .000  and  less than the chosen probability level of .05. Therefore, the null hypothesis which stated that ambivalent attachment style is not significantly related to academic achievement is rejected. This implied statistically that ambivalent attachment style has a negative and significant relationship with academic achievement.

Research Question 3: What is the relationship between avoidant attachment style and academic achievement of primary school pupils?

 

Hypothesis 3: Avoidant attachment style is not significantly related to academic achievement of primary school pupils.

 

Table 3: Simple regression analysis showing the relationship between avoidant attachment style and academic achievement.

Model summary              R             R2             Adjusted R2              Std. Error of the Estimate

1                                .061          .004               .002                          6.42108   Coefficient                                    Unstandardized coefficient             Standardized coefficient

Model                                 B                Std. Error                      Beta                      t                sig  (constant)                       31.577             1.163                                                    27.154       .000 Avoidant attachment         .047                .035                           .061                    1.341        .180

The result in table 3 revealed that the R-value obtained for avoidant attachment and academic achievement was .061. This indicated that avoidant attachment had a low positive relationship with academic achievement. To determine if the relationship was significant or not, t-test associated with the regression analysis was employed. It was observed that the beta value for avoidant attachment was .061 and t-value was 1.341, which was significant at .180 and  higher than the chosen probability level of .05. Therefore, the null hypothesis which stated that avoidant attachment style is not significantly related to school adjustment is accepted. This implied statistically that avoidant attachment style has a positive and no significant relationship with academic achievement.

 

Research question 4: What is the joint relationship between attachment styles (secure, ambivalent and avoidant) and academic achievement of primary school pupils?

 

Hypothesis 4: Attachment styles (secure, ambivalent and avoidant) do not have significant relationship with academic achievement of primary school pupils.

 

Table 4: Multiple regression analysis showing the joint relationship between attachment styles and academic achievement.

Model summary              R             R2             Adjusted R2              Std. Error of the Estimate

1                                .290         .084               .078                          6.17018     ANOVA

Model                  Sum of square                df            Mean square            f                  Sig  Regression             1676.150                      3              558.717              14.676           .000 Residual                 18312.213                 481              38.071 Total                      1998.363                    484

 

The result in table 4 revealed the multiple regression analysis of the joint relationship between attachment styles (secure, ambivalent and avoidant) and academic achievement. The multiple regression coefficient obtained was .290, the value of R² was .084, while the adjusted coefficient of R² obtained was .078. This means that the three attachment styles (secure, ambivalent and avoidant) collectively had a low, positive relationship with academic achievement. Based on the R² value of .084, it indicates that the joint relationship of the independent variables explained 8.4% of the variations in academic achievement.

To determine if the relationship was significant or not, analysis of variance (ANOVA) associated with multiple regression was employed. The calculated F- value of  14.676 was significant at .000 which is less than the chosen probability level of .05. Hence, the null hypothesis which states that attachment styles do not have significant relationship with academic achievement is rejected. This implied that attachment styles (secure, ambivalent and avoidant) collectively had positive and significant relationship with academic achievement of primary school pupils.

 

Summary of Results

 

The findings of the study were summarised as follows:

 

1. Secure attachment style and academic achievement had a low, negative relationship which was significant.
2. There was a low, negative and significantrelationship between ambivalent attachment style and academic achievement.
3. Avoidant attachment style had a low, positive relationship with academic achievement. The relationship was not significant.
4. There was a positive and significant joint relationship between attachment styles (secure, ambivalent and avoidant) and academic achievement.

 

Discussion of Findings

 

The result of the study was discussed in line with the research questions and hypotheses formulated in chapter one of the study.

The result of data analysed from research question one and hypothesis one indicated that there is a negative low relationship between secure attachment style and academic achievement. The negative relationship between the variables means that as score of secure attachment increases, there is a decrease in the scores of academic achievement, and vice-versa. This indicated that pupils who score high on secure attachment, earned low scores on academic achievement and those whose scores are low on secure attachment, earned high score on academic achievement. The t-value was found to be statistically significant at 0.05 level of probability The result therefore revealed that there is a negative and statistically significant relationship between secure attachment style and academic achievement. The finding of this study is similar to those of  Sayedi et al (2018), Bajoori and Saravani (2017),Aghayousefi et al (2016), Beauchamp et al (2016),Rafig et al (2013) and  Hussein and Muhammed (2012), who found that secure attachment has a significant relationship with cognition, academic achievement and academic performance when they studied samples of third grade high school students, high school (student) couples, college students,and secondary school students. However, the finding is in disagreement with those of Majimbo (2017 and Wacha (2010) whose finding indicated that secure attachment has no significant relationship with academic  performance and academic achievement. The divergent result may be as a result of differences in sample and sample sizes used in the studies. The present study involved a sample of 485 primary school pupils, while their studies involved secondary school students, with a sample of 120 and 50 students respectively.

 

The result of data analysed from research question two and hypothesis two indicated that ambivalent attachment style had a low negative relationship with academic achievement. The t-value was found to be statistically significant at 0.05 level of probability. The result therefore reveals that there is a negative and statistically significant relationship between ambivalent attachment style and academic achievement. The finding of this study is similar to those of Bajoori and Saravani (2017),Majimbo (2017) and Kurland and Siegal (2013) who found that ambivalent  attachment has a significant (negative) relationship with  academic achievement, academic performance and students total scores. However, the finding is in disagreement with those of Sayedi et al (2018), and Hussein and Muhammad (2012) whose finding indicated that insecure (ambivalent) attachment has no significant relationship with self regulation  and academic achievement. The divergent result may be as a result of differences in location, sample and sample sizes used in the studies.

 

The result of data analysed from research question three and hypothesis three indicated that avoidant attachment style had a low positive relationship with academic achievement. The t-value was found to be statistically  not significant at 0.05 level of probability The result therefore reveals that there is a low  positive and statistically not significant relationship between avoidant attachment style and academic achievement. The finding of this study is however in disagreement with the findings of other studies including  Sayedi et al (2018), Bajoori and Saravani (2017),Majimbo (2017), Aghayousefi et al (2016), Hussein and Muhammad(2012) and  Kurland and Siegal (2013)  who found a significant positive relationship between avoidant attachment style and academic achievement, cognition academic performance and GPA. The divergent result may be as a result of differences in location, sample and sample sizes used in the studies.

 

The result analysed from research question four and hypothesis four indicated that attachment styles collectively had a significant relationship with academic achievement of primary school pupils at 0.05 level of probability. From the result, the R-value indicated that attachment style collectively have a positive relationship with academic achievement. The R² indicates that the relationship between the variables is low with a percentage of 8.4%. From the ANOVA table, the F and P values showed a significant joint relationship between attachment styles and academic achievement. The finding is similar to those of Cristina (2014) and Meharaj (2013) who also found in their studies that attachment styles collectively had significant relationship with academic success and parental encouragement had significant positive relationship with academic achievement when they studied secondary school students. However, the finding is in disagreement with those of Sayedi et al (2018), Burdick (2014) and Hailey (2013) who found no significant relationship between parental attachment styles and academic achievement, GPA and grades respectively.

 

Conclusion

The findings of the study have revealed that secure attachment styles and ambivalent attachment styles have significant relationship with academic achievement while avoidant attachment style has no significant relationship with academic achievement. The result further revealed a joint significant relationship between the three attachment styles and academic achievement.

 

 Recommendation

 

Based on the finding of the study, the following recommendations were made:

 

1. Parents should ensure that they provide care and support for their children, as this will make the children feel safe.
2. Parents should create an enabling home environment that will help boost their children’s confidence as this will make them feel more relaxed outside the home thereby enabling them to concentrate in school and boost their academic achievement.
3. Parents should as much as possible, respond to the needs of their children so that they will not feel neglected. Feeling of being neglected, may make them unable to concentrate in school activities thereby resulting to poor academic achievement.
4. Teachers should as much as possible try to pay attention to individual learners so as to identify those slow learners in order to assist them improve their learning ability.

REFERENCES

Adebayo, F.A (2016). Teachers capacity building and students academic performance among public junior secondary school students. British Journal of Education, Society and Behavioural Sciences, 12(3), Pp 78-98.

Aghayousefi, A., Saravani, S., Zeraatee, R., Razeghi, F.S & Pourabdol, S. (2016). Prediction of students academic performance based on attachment styles and different levels of adjustment. Journal of Psychiatry and Clinical Psychology, 21 (4), 308-316. Retrieved September from www.ijpcp.iums.ac.ir/article-1....

Ainsworth, M.D.S, Blehar, M.C, Waters, E., & Walls, S., (1978). Patterns of attachment: A psychological study of the strange situation. Hills dale, N.J: Earbaum, Pp.282. Retrieved 20^th August www.researchgate.org.

Aronoff, J. (2012). Parental nurturance in the standard cross-cultural sample; Theory, coding and scores. Cross-Cultural research, 46(4): 315-347. Doi/10.11.77/1069397112450857

Arora, R. (2016). Academic achievement of adolescents in relation to study habit. The International Journal of Indian Psychology, vol 3 (2), 47-54. Retrieved April 24^th from www.ijip.in.

Bajoori, E. & Saravani, M.R (2017). The comparative role of attachment styles and parents quality of life and academic achievement of high school children. Bioscience      Biotechnology Research Community, 1, 203-208. Retrieved  August from www.bbrc.in.

Beauchamp, G., Martineau, M. & Gagnon, A. (2016). Examining the link between adult attachment style, employment and academic achievement. Social Psychology of Education Vol.19(2) pp.367-384.

Bello, T.O, (2012). Public-private partnership, infrastructural development and university goals achievement in Nigeria. Unpublished Ph.D thesis. Department of Educational Management, University of Illorin.

Bowlby, J. (1969).Attachment and loss, Volume 1; New York: Basic Books.

Burdick, C.L (2014). A correlational study on attachment style and GPA of students at an alternative education center. International Journal of Academic Research in Progressive Education and Development, vol 3(4), 237-290. Retrieved April 16^th from http;//dx.doi.org/10.6007/IJARPED/v5-i4/1281.

Chand, H & Singh, R (2016). Influence of academic performance and place of  residence: A comparative study of self-concept of adolescents. International Journal of Research in Social Sciences ,6(9),Pp 30-44. Retrieved August 14^th from www.ijmra.org.

Cristina, C. (2014). Understanding the impact of adolescent attachment on academic success. Dissertations paper 893. Retrieved January 20^th from http://ecommons./uc.edu/luc-diss/893.

Crittenden, P. (1999). Dangers and development: The organization of self-protective strategies in atypical attachment in infancy and early childhood among children at developmental risk. Blackwell, Pp 145-171.

Crow, L.O. & Crow, A (1969).An introduction to guidance. Eurasia Publishing house, pvt, Ltd.

Hailey, M.R. (2013). How attachment relates to college student’s achievement, motivation and drinking behaviours. Senior Honours Project 466. Retrieved Jan 20^th from http://commons. lib.jmu.edu/honors201019/466.

Hossein, J. & Mohammad, A.A. (2012). Investigating the relationship between attachment style, self efficiency and academic performance of high school students.  International Journal of Economy, Management and Social Sciences, Vol.3 (5) pp 260-264.

Janelle, B. (2011). Why is academic success important? Saskatchewan school board association. Retrieved May, 2018 from www.sasksschoolboards.ca>2015/08.

Kendra,C. (2007). Attachment styles. Retrieved May 19^th from www.verywell.com.

Kurland, R.M &Siega, H.I (2013). Attachment and students success during the transition to college. NACADA Journal, 33 (2),16-28.Retrieved April from www.nacadajournals.org.

Majimbo, E (2017). Influence of attachment styles on academic performance of adolescence in high cost private secondary schools. European Scientific Journal, 13     (10), 90-104.Retrieved September from www.eujournals.org.

Meenudev, (2016). Factors affecting academic achievement. A study of elementary school students of NCR. Journal of Education and Practice, Vol 7,No. 4, pp 70-74.      Retrieved May from www.iiste.org.

Mehraji, A.B (2013). Academic achievement of secondary school students in relation to self concept and parental encouragement. International Journal of Recent Scientific Research, 4(6), 738-741.

Osiki, J.O (2001). Effect of remedial training programme on the Management of learning acquisition, defectiveness and poor study habits problems of selected subjectsl. Nigerian Journal of Applied Psychology,6 (2), 107-115.

Ronit, B. (2015). Attachment theory; secure and insecure attachment in teenagers. Family matters practical parenting      blog. Retrieved May from www.ronitbaras.com.

Sayedi, F., Yazdanbakhsh, K. & Karami, J. (2018). The relationship between attachment styles, self regulation and academic achievement in students. International Journal of      Educational Psychology Research, 3 (4), 250-254.Retrieved September from www.ijeprjournal.org.

Schacter, D.L, (2009). Psychology ,second edition. New York: Worth publishers. Pp. 441. Retrieved 20^th August from www.wikipedia.org.

Schissel, D.D (2018). Parent-child relationship: definition and explanation. Retrieved August 14^th from www.study.com.

Segal, J., Glenn, M., & Robinson, L., (2019). What is secure attachment and bonding? Understanding the different ways of bonding and communicating with your infant or child. Retrieved August from www.helpguide.org.

Wacha, V.H (2010). Attachment patterns relationship to intelligence and academic achievement in school-age children. The University of Arizona. Retrieved September from http://hal.handle.net/1015/195072.

Webster, S.C. & Reld, M.J. (2004). Strengthening social and emotional competence in young children. The foundation for early school readiness and success: Incredible years classroom social skills and problem solving curriculum. Infants and Children, 17, 96-114.

 

 

                                    

 

• Prev
• Next