Parental Representations and Attachment Style as Predictors of Support-Seeking Behaviors and Perceptions of Support in an Academic Counseling Relationship

Parental Representations and Attachment Style as Predictors of Support-Seeking Behaviors and Perceptions of Support in an Academic Counseling Relationship

Parental Representations and Attachment Style as Predictors of Support-Seeking Behaviors and Perceptions of Support in an Academic Counseling Relationship

Parental Representations and Attachment Style as Predictors of Support-Seeking Behaviors and Perceptions of Support in an Academic Counseling Relationships

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Référence bibliographique [5735]

Larose, Simon, Boivin, Michel et Doyle, Anna-Beth. 2001. «Parental Representations and Attachment Style as Predictors of Support-Seeking Behaviors and Perceptions of Support in an Academic Counseling Relationship ». Personal Relationships, vol. 8, p. 93-113.

Fiche synthèse

1. Objectifs


Intentions :
« [...] [T]he purpose of the present study was to examine the respective contribution of parental representations (i.e., perceptions of trust, quality of communication, and feelings of alienation) and attachment style dimensions (i.e., levels of avoidance and ambivalence) to students’ support-seeking behaviors and perceptions of support in academic counseling. » (p. 94)
Questions/Hypothèses :
« To summarize, three hypotheses were tested in the present study: Hypothesis 1 states that positive parental representations contribute significantly to predicting students’ support-seeking behaviors and perceptions of support in counseling ; Hypothesis 2 states that secure models of self and others (i.e., low avoidance and low ambivalence) predict students’ support-seeking behaviors of support in counseling; and Hypothesis 3 states that counselor sensitivity at least partially mediates the associations of parental representations and attachment style with support-seeking behaviors. » (p. 97)

2. Méthode



Échantillon/Matériau :
« Participants were recruited from two colleges in the province of Quebec that offered, in fall 1996 and fall 1997, an academic counseling program to their at-risk first-year students (N=110) [...]
Among the 110 students in these programs, 91 agreed to participate in the study and completed the Time 1, Time 2, and Time 3 assessments, a compliance rate of 83%. [...]
The 10 counselors who were paired with the 91 volunteer students agreed to participate in the study and to complete an observational rating scale at Time 2. » (pp. 97-98)

Instruments :
« The study had three distinctive testing periods. Before the academic counseling program began (August, Time 1), students completed a demographic questionnaire and questionnaires assessing their parental representations and attachment style. They then, participated in the counseling program for an average of 10 sessions during the first semester. After the second and sixth sessions (September through November, Time 2), both participants completed a rating scale that assessed the interpersonal behaviors of the student and the counselor’s sensitivity. At the end of the program (December, Time 3), students completed a questionnaire that assessed their perceptions of support in the counseling setting. » (p. 98)
- « Parental and attachment representations at Time 1. The parental version of the Inventory of Parent and Peer Attachment (IPPA; Armsden &Greenberg, 1989) was used to assess students’ representations of their mother and father. » (p. 98)
- « The Attachment Style Questionnaire (ASQ; Freeney, Noller & Hanrahan, 1994) was used to evaluate dimensions of students’ attachment style. » (pp. 98-99)
- « Students’ support-seeking behaviors and counselors’ sensitivity at Time 2. The students’ support-seeking behaviors and the counselor’s sensitivity, as expressed throughout the counseling process (Time 2), were measured by the Academic Counseling behavior Scale (ACBS), which was developed in our program of research. » (p. 99)
- « Students’ perceptions of support at Time 3. To assess the students’ perceptions of support in the academic counseling relationship (Time 3), we created a 9-item scale that tapped two dimensions: Perceived Usefulness [...] and Feelings of Support. » (p. 100)
Type de traitement des données :
Analyse statistique

3. Résumé


« The role of parental representations and attachment style as predictors of support-seeking behaviors and perceptions of support in the context of an academic counseling relationship was investigated. Prior to participation in a 10-hour academic counseling program in college, 91 students completed scales assessing perceptions of their current relationship with their parents and their attachment style. Students’ support seeking behaviors and counselors’ sensitivity, as reported by both participants (students and counselors), were evaluated at the end of the program. Parental representations and attachment style both predicted students’ support-seeking behaviors and perceptions of support in counseling. The strength of the prediction differed as a function of time of measurement and source of evaluation. In addition, student-perceived counselor sensitivity was found to mediate the relation between parental representations and support-seeking behaviors in counseling. » (p. 93)