國立虎尾科技大學 |

Contributions of Hierarchical Attachments to Student Adaptation to College.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Contributions of Hierarchical Attachments to Student Adaptation to College./
Author:	Michael, Cobi Sue.
Description:	1 online resource (172 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.
Subject:	Developmental psychology. -
Online resource:	click for full text (PQDT)
ISBN:	9780355098891

Contributions of Hierarchical Attachments to Student Adaptation to College.
Michael, Cobi Sue.

Contributions of Hierarchical Attachments to Student Adaptation to College. - 1 online resource (172 pages)

Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.

Thesis (Ph.D.)--Fielding Graduate University, 2017.

Includes bibliographical references

The purpose of this study was to determine whether attachment, as measured dimensionally in a number of significant relationships (mother, father, romantic partner, best friend, social group, and institution), was associated with undergraduate students' ability to adapt to college. A second goal of this study was to determine if attachment exists in a hierarchy with parental attachment as the prototype for other attachment relationships. Participants were undergraduate students at a state university (N = 466). They were administered self-report measures of attachment avoidance and anxiety, as well as a measure of adaptation to college. Structural equation modeling was used to examine the relationships. The anxiety models provided a good fit to the data, while the avoidance models provided only a mediocre fit. In general and contrary to expectations, higher levels of attachment avoidance and anxiety were associated with higher levels of adjustment. As predicted, higher levels of social adjustment predicted higher levels of emotional adjustment. Factor analysis revealed a hierarchical structure, with parent attachment avoidance predicting the greatest amount of variance in attachment scores, followed by peer attachment avoidance, and group/institution attachment avoidance. Likewise, parent attachment anxiety accounted for the majority of the variance in attachment anxiety scores, followed by peer attachment anxiety, and group/institution anxiety. An examination of direct and indirect effects revealed important differences in the way attachment avoidance and anxiety function. Peer attachment avoidance was found to fully mediate the relationship between parent attachment avoidance and college adaptation, and also fully mediate the relationship between group/institution attachment avoidance and college adaptation. Peer attachment anxiety did not mediate either the relationship between parent attachment anxiety and college adaptation, or the relationship between group/institution attachment anxiety and college adaptation. In the avoidance model peer attachment played a direct role. Parent and group institution attachment functioned only indirectly through peer attachment. In the anxiety model parent and group/institution attachment played a direct role, while the role of peer attachment was not significant.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355098891Subjects--Topical Terms:

557458
Developmental psychology.
Index Terms--Genre/Form:

554714
Electronic books.

Contributions of Hierarchical Attachments to Student Adaptation to College.
LDR:03573ntm a2200361K 4500 001 915168
005 20180727091511.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355098891
035 $a (MiAaPQ)AAI10604049
035 $a (MiAaPQ)fielding:11148
035 $a AAI10604049
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Michael, Cobi Sue. $3 1188439
245 1 0 $a Contributions of Hierarchical Attachments to Student Adaptation to College.
264 0 $c 2017
300 $a 1 online resource (172 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 78-12(E), Section: B.
500 $a Adviser: April E. Fallon.
502 $a Thesis (Ph.D.)--Fielding Graduate University, 2017.
504 $a Includes bibliographical references
520 $a The purpose of this study was to determine whether attachment, as measured dimensionally in a number of significant relationships (mother, father, romantic partner, best friend, social group, and institution), was associated with undergraduate students' ability to adapt to college. A second goal of this study was to determine if attachment exists in a hierarchy with parental attachment as the prototype for other attachment relationships. Participants were undergraduate students at a state university (N = 466). They were administered self-report measures of attachment avoidance and anxiety, as well as a measure of adaptation to college. Structural equation modeling was used to examine the relationships. The anxiety models provided a good fit to the data, while the avoidance models provided only a mediocre fit. In general and contrary to expectations, higher levels of attachment avoidance and anxiety were associated with higher levels of adjustment. As predicted, higher levels of social adjustment predicted higher levels of emotional adjustment. Factor analysis revealed a hierarchical structure, with parent attachment avoidance predicting the greatest amount of variance in attachment scores, followed by peer attachment avoidance, and group/institution attachment avoidance. Likewise, parent attachment anxiety accounted for the majority of the variance in attachment anxiety scores, followed by peer attachment anxiety, and group/institution anxiety. An examination of direct and indirect effects revealed important differences in the way attachment avoidance and anxiety function. Peer attachment avoidance was found to fully mediate the relationship between parent attachment avoidance and college adaptation, and also fully mediate the relationship between group/institution attachment avoidance and college adaptation. Peer attachment anxiety did not mediate either the relationship between parent attachment anxiety and college adaptation, or the relationship between group/institution attachment anxiety and college adaptation. In the avoidance model peer attachment played a direct role. Parent and group institution attachment functioned only indirectly through peer attachment. In the anxiety model parent and group/institution attachment played a direct role, while the role of peer attachment was not significant.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Developmental psychology. $3 557458
650 4 $a Counseling Psychology. $3 1179619
650 4 $a Clinical psychology. $3 649607
650 4 $a Educational psychology. $3 555103
650 4 $a Higher education. $3 1148448
655 7 $a Electronic books. $2 local $3 554714
690 $a 0620
690 $a 0603
690 $a 0622
690 $a 0525
690 $a 0745
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Fielding Graduate University. $b Psychology. $3 1183164
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10604049 $z click for full text (PQDT)