The relationship between Attachment, Self-regulation of Motivation and Academic Efficiency

During the early social-emotional development, through the relationship with their parents and families, children develop attachment style which they will tend to when establishing emotional bonds later in life. Studies show... [ view full abstract ]

During the early social-emotional development, through the relationship with their parents and families, children develop attachment style which they will tend to when establishing emotional bonds later in life. Studies show that attachment style determines the child's emotional characteristics and level of self-regulation, which is, in the context of learning and working, closely associated with high achievement motivation and intrinsic motivation – curiosity for new content, challenges, and pleasure in learning. Parents determinethe development of intrinsic motivation by encouraging curiosity, independence, perseverance and the pursuit of new knowledge. Recent research study various indicators of the child's cognitive skills, including academic success, and are focused on the earliest period of development in which critical environmental influences enable subsequent development of quality thinking. The aim of the present study was to examine attachment styles, the degree of self-regulation of motivation and academic efficiency among students. The study included 118 students of the University of Zagreb. The results indicate that the most common attachment style is preoccupied style, characterized by a negative model of self and positive model for others, and the high level of academic efficiency.

Keywords: attachment, self-regulation of motivation, academicefficiency