NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ861890
Record Type: Journal
Publication Date: 2009-Mar
Pages: 19
Abstractor: As Provided
Reference Count: 53
ISBN: N/A
ISSN: ISSN-0022-1325
Contribution of Student and Instructor Relationships and Attachment Style to School Completion
Reio, Thomas G., Jr.; Marcus, Robert F.; Sanders-Reio, Joanne
Journal of Genetic Psychology, v170 n1 p53-71 Mar 2009
The authors investigated how student-student friendships, student-teacher relationships, and attachment styles link to General Educational Development program completion among 127 women and 117 men. Students' relationships with students and instructors, as well as secure attachment style were positively associated with earning a GED. After statistical control for demographic variables, hierarchical logistic regression analyses demonstrated that both student-student friendships and student-instructor relationships positively predicted attachment and subsequent General Educational Development program completion. The overall model, which correctly classified 85.7% of the cases, was statistically reliable in distinguishing between those people who earned GEDs and those who did not. In addition, 2-way analyses of variance revealed that those who had secure attachment styles had better relationships with their fellow students and instructors. The results extend J. Bowlby's (1969, 1973, 1988), M. D. S. Ainsworth's (1989), and T. Hirschi's (1969) theoretical notions that attachment positively influences learning-related outcomes. Educational professionals can use these results to inform instructional efforts and promote optimal learning environments. (Contains 2 tables.)
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A