Emotional Attachment Styles and Their Relationship to Achievement

Basyone, Sozan; Alhagy, Rahma

doi:10.21608/edusohag.2019.49673

Emotional Attachment Styles and Their Relationship to Achievement

Document Type : Original Article

Authors

Department of Psychology, Faculty of Education, Umm Al-Qura University, Mecca, Saudi Arabia

10.21608/edusohag.2019.49673

Abstract

This study aims to investigate the relationship between emotional attachment styles and achievement motivation through determining the most common attachment styles among secondary school female students in Makkah, and identifying the differences in emotional attachment styles between science major students and literature major students in secondary schools, in addition to investigating how emotional attachment styles contribute to the prediction of achievement motivation in secondary school female students in Makkah.
To achieve the above-mentioned goals, Al-Yarmouk Scale for Adult Attachment Styles, prepared by (Abu Ghazal and Jaradat, 2009), and the Achievement Motivation Scale, prepared by (Al-Sarha. 2016),on sample of (191).
The results indicated that the most common attachment style among students is the avoidant attachment style, followed by the secure attachment style, then the anxious attachment style. The results also indicated that there is no statistically significant difference between the mean scores of literature major students and science major on the Emotional Attachment Style Scale, and that there are statistically significant positive correlations between the students on the Secure Attachment Scale and their scores on the Achievement Motivation Scale, whereas statistically significant negative correlations were found between the scores of students on the Anxious and Avoidant Attachment Scales and their scores on the Motivation Scale. The results further indicated that emotional attachment styles can contribute to the prediction of achievement motivation in secondary school female students.

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