1. Objectifs

Intentions :
« The purpose of this study was to examine the relation among attachment state of mind, students’ learning dispositions, and academic performance during the college transition. » (p. 281)

2. Méthode

Échantillon/Matériau :
« Sixty-two French-speaking Caucasian adolescents (31 male adolescents and 31 female adolescents), aged 16 to 17 » (p. 283)

Instruments :
- « Academic records were collected » (p. 281);
- Adult Attachment Interview (AAI; George, Kaplan, & Main, 1996);
- Attachment state of mind: AAI (George et al., 1996);
- Learning dispositions : TRAC (Larose & Roy, 1995).

Type de traitement des données :
Analyse statistique

3. Résumé

« This study has suggested that the learning dispositions of insecure students are more negatively affected by the college transition than those of autonomous students. It was also observed that a dismissing attachment state of mind acts as a risk factor for low academic performance during the college transition, regardless of previous levels of achievement. The results also suggest that quality of attention in class mediates the impact of a dismissing state of mind on academic performance. Given that the college transition is recognized as a critical developmental period that impacts on several spheres of adolescents’ adjustment, we believe these results highlight the importance of attachment state of mind in times of stress, especially during transition periods. » (p. 288)