The Relationship between Resilience and Attachment Styles with Academic

Abstract

Introduction: Academic achievement is one of the important issues in the higher education system, whose realization is affected by many factors. The aim of this study was to examine the relationship between resilience and attachment styles with academic achievement among students at Isfahan University of Medical Sciences. Methods: This descriptive and cross-sectional study was performed in on 285 male students living in dormitories of Isfahan University of Medical Sciences. The sample were selected through multi-stage cluster sampling. Data collection tools were Hazan and Shaver Adult Attachment Questionnaire and Connor and Davidson Resilience Scale. Data were analyzed using descriptive statistics tests, Pearson Correlation coefficient, and Multiple Linear Regression. Results: findings showed a signify cant positive correlation (P<0.01) between academic achievement and secure attachment style (r=0.34) and resilience (r=0.42). It also showed a significant negative correlation (P<0.01) between academic achievement and avoidant attachment style (r=-0.21), anxious-ambivalent attachment style (r=-0.25). Stepwise regression analysis indicated that the predictor variables were able to significantly explain 0.22 of academic achievement variance among the students. Conclusion: The results of study support the importance of attachment styles and resilience in academic achievement among students.