Date of Conferral
1-17-2025
Degree
Ph.D.
School
Psychology
Advisor
Magy Martin
Abstract
Understanding how attachment styles influence nontraditional graduate students’ engagement is essential for advancing theoretical knowledge and developing targeted support systems in higher education. While research confirms that attachment styles affect academic outcomes, including perceptions of institutional support and learning environments, nontraditional graduate students remain underrepresented in engagement studies. Using Bowlby’s attachment theory as a guiding framework, this study investigated the relationship between secure, anxious, and avoidant attachment styles and behavioral, emotional, and cognitive engagement. The Attachment Style Questionnaire, University Student Engagement Inventory, and a sociodemographic survey were employed, with data analyzed through a one-way MANOVA. Significant differences were found between secure and insecure attachment styles across behavioral (F (1, 143) = 81.9, p = <.001, = η² = .107), emotional (F (1, 143) = 247.4, p = <.001, η² = .155), and cognitive engagement (F (1, 143) = 138.4, p = <.001, η² = .100). Cognitive engagement demonstrated the most substantial effect. These findings emphasize the critical role of attachment styles in shaping nontraditional students’ academic experiences and highlight the potential for tailored interventions to enhance engagement. The study contributes to higher education literature and promotes social change by raising awareness of attachment’s influence, potentially reducing dropout rates and improving academic success among nontraditional students.
Recommended Citation
Benamou-Fruchter, Aline, "Attachment Styles Predicting School Engagement in Nontraditional Graduate Students" (2025). Walden Dissertations and Doctoral Studies. 16931.
https://scholarworks.waldenu.edu/dissertations/16931
