Attachment and Academic Classroom Behavior: Self-Efficacy and Procrastination as Moderators on the Influence of Attachment on Academic Success

Abstract

Attachment, self-efficacy, and procrastination were measured in 161 college students enrolled in an Introductory Psychology class. Class grades and overall academic records were also obtained. Students who had higher levels of attachment anxiety had lower final grades in the class, higher levels of procrastination, and lower self-efficacy. Students with higher levels of attachment avoidance had lower grades within the class and a lower overall Grade Point Average (GPA). Regression analysis showed that self-efficacy moderated the relationship between attachment and class grade as well as overall GPA. Procrastination also moderated the relationship between both attachment anxiety and GPA and attachment avoidance and GPA.