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Attachment, self-concept, and academic motivation in high-school students
1Public School System, Mass., USA.
The American Journal of Orthopsychiatry
|July 1, 1997
Summary
Parent and teacher attachment, along with academic self-concept, significantly boost academic motivation in high school students. These factors are key predictors for enhancing student engagement and performance.
Area of Science:
- Psychology
- Educational Psychology
- Sociology
Background:
- Student academic motivation is influenced by various psychosocial factors.
- Understanding the role of attachment and self-concept is crucial for educational interventions.
Purpose of the Study:
- To investigate the relationship between parent and teacher attachment, academic self-concept, and academic motivation.
- To determine the predictive power of these factors on academic motivation in adolescents.
Main Methods:
- A sample of 150 high school students (11th and 12th graders) participated.
- Data on parent attachment, teacher attachment, academic self-concept, and academic motivation were collected.
Main Results:
- Parent attachment was positively related to academic motivation.
- Teacher attachment was also individually and collectively linked to academic motivation.
- Academic self-concept emerged as a significant predictor of academic motivation.
Conclusions:
- Both familial and school-based attachments play a vital role in fostering academic motivation.
- Self-concept is a critical determinant of students' drive to succeed academically.
- Interventions should consider strengthening attachment bonds and promoting positive self-perceptions.