Date of Conferral







Jennifer L. Rounds-Bryant


Nontraditional students constitute the majority of college students in the United States, yet compared to traditional students obtaining a bachelor’s degree, they are disproportionally at risk of not completing community college. Most research consists of traditional college students as participants. Research is needed on attachment styles and learning dispositions of nontraditional students to understand the needs for academic success. The purpose of this quantitative nonexperimental study was to investigate the differences between 174 nontraditional community college students’ attachment style (independent variable) and their behavioral learning dispositions (dependent variables). Attachment theory served as the theoretical foundation for this study. This study examined 3 behavioral learning disposition elements and attachment style among nontraditional community college students. The ANOVA model contained the independent variable of attachment styles along with behavior score representing the dependent variables. The results of this study did not show significant differences among the 4 attachment styles (secure, anxious, dismissive-avoidant, and fearful-avoidant) in the 3 behavioral learning dispositions (examination preparation, quality of attention, and giving priority to studies). The results of this study can influence positive social change by giving community colleges a better understanding of factors related to maladaptive behavioral learning dispositions in nontraditional students and by guiding community colleges in how to best assist students in counteracting these maladaptive practices.

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Psychology Commons