@2024 Afarand., IRAN
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(4):195-201
ISSN: 2228-5468 Education Strategies in Medical Sciences 2015;8(4):195-201
Role of Family Health and Attachment Styles in Prediction of Students’ Academic Self-Efficacy
ARTICLE INFO
Article Type
Descriptive & Survey StudyAuthors
Etemadi O. (*)Saadat S. (1)
(*) Counseling Department, Educational Sciences & Psychology Faculty, University of Isfahan, Isfahan, Iran
(1) Counseling Department, Educational Sciences & Psychology Faculty, University of Isfahan, Isfahan, Iran
Correspondence
Address: Faculty of Psychology and Educational Sciences, University of Isfahan, Azadi Square, Isfahan, IranPhone: +983137932515
Fax: +983136687396
o.etemadi@edu.ui.ac.ri
Article History
Received: July 28, 2015Accepted: August 26, 2015
ePublished: October 25, 2015
ABSTRACT
Aims
The learners’ beliefs on their capabilities in the process of education are defined as academic self-efficacy that is realized by a variety of factors. This study aimed to investigate the role of family health and attachment styles in prediction of the academic self-efficacy.
Instrument & Methods This cross-sectional descriptive research with a correlation design was performed in all undergraduate students of Literature and Humanities School of the University of Guilan in 2014-15 academic years and 335 students were selected using clustering random sampling method. Hovestadt Family-of-Origin's Scale, Hazan & Shaver's attachment styles and Owen & Forman’s Academic Self-efficacy questionnaires were used in order to collect data. Data analysis was conducted in SPSS 22 software using Pearson correlation coefficient and multivariate linear regression.
Findings Academic self-efficacy had positive and significant relationship with healthcare (r=0.274) and secure attachment style (r=0.336) and negative and significant relationship with avoidant attachment style (r=0.413), anxious attachment style (r=0.402; p<0.01). The predictor variables of avoidant attachment style (p=0.0001; t=4.828), secure attachment style (p=0.0001; t=5.108), anxious attachment style (p=0.001; t=-3.217) and family health (p=0.002; t=3.061) determined 0.3 of the variance of academic self-efficacy among the students and played a major role in the prediction of academic self-efficacy, respectively.
Conclusion Family health and secure attachment style increase the academic self-efficacy beliefs of the students and avoidant- and anxious attachment styles decrease the academic self-efficacy beliefs of the students.
Instrument & Methods This cross-sectional descriptive research with a correlation design was performed in all undergraduate students of Literature and Humanities School of the University of Guilan in 2014-15 academic years and 335 students were selected using clustering random sampling method. Hovestadt Family-of-Origin's Scale, Hazan & Shaver's attachment styles and Owen & Forman’s Academic Self-efficacy questionnaires were used in order to collect data. Data analysis was conducted in SPSS 22 software using Pearson correlation coefficient and multivariate linear regression.
Findings Academic self-efficacy had positive and significant relationship with healthcare (r=0.274) and secure attachment style (r=0.336) and negative and significant relationship with avoidant attachment style (r=0.413), anxious attachment style (r=0.402; p<0.01). The predictor variables of avoidant attachment style (p=0.0001; t=4.828), secure attachment style (p=0.0001; t=5.108), anxious attachment style (p=0.001; t=-3.217) and family health (p=0.002; t=3.061) determined 0.3 of the variance of academic self-efficacy among the students and played a major role in the prediction of academic self-efficacy, respectively.
Conclusion Family health and secure attachment style increase the academic self-efficacy beliefs of the students and avoidant- and anxious attachment styles decrease the academic self-efficacy beliefs of the students.
CITATION LINKS
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[22]Hosseini Dowlatabadi F, Sadeghi A, Saadat S, Khodayari H. Relationship between self-efficacy and self- actualization with coping strategies among students. Res Med Educ. 2014;6(1):10-8. [Persian]
[23]Krejcie R, Morgan D. Determining sample size for research activities. Educ Psychol Meas. 1970;30:607-10.
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[25]Karami A. Psychometric characteristics and standardization of health level of family-of-origin scale. Coun Res Dev. 2011;10(38):103-20. [Persian]
[26]Rafiee S, Hatami A, Froghi AA. The relationship between early maladaptive schemas and attachment style in women with marital infidelity. Women Soc. 2011;2(1):21-36. [Persian]
[27]Moezeni T, Aghaee A, Golparvar M. Predict the attachment based on styles parenting styles in children. J Instr Eval. 2014;7(25):87-99. [Persian]
[28]Owen SV, Froman RD. Development of a college academic self-efficacy scale. New Orleans, LA: Annual meeting of the National Council on Measurement in Education; April 6-8, 1988.
[29]Fan W, Williams CM. The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educ Psychol. 2010;30(1):53-74.
[30]Hall AS. Expanding academic and career self-efficacy: A family systems framework. J Couns Dev. 2003;81(1):33-9.
[31]Jamali M, Noroozi A, Tahmasebi R. Factors affecting academic self-efficacy and its association with academic achievment among students of Bushehr university medical sciences 2012-13. Iran J Med Educ. 2013;13(8):629-41. [Persian]
[32]Caprara GV, Pastorelli C, Regalia C, Scabini E, Bandura A. Impact of adolescents' filial self-efficacy on quality of family functioning and satisfaction. J Res Adolesc. 2005;15(1):71-97.
[33]Mishra S, Shanwal VK. Role of family environment in developing self efficacy of adolescents. Integr J Soc Sci. 2014;1(1):28-30.
[34]Wright SL, Perrone‐McGovern KM, Boo JN, White AV. Influential factors in academic and career self‐efficacy: Attachment, supports, and career barriers. J Couns Dev. 2014;92(1):36-46.
[35]Mir F. The role of self-efficacy and attachment style: Support of dietary self-care in adults with type 2 diabetes [Dissertation]. University of Birmingham; 2009.
[36]Izadi Tameh A, Nemati Dehkordi SH, Nemati Dehkordi M. The relationship between attachment style on self-efficacy and self-care in patients with type 2 diabetes. J Diabetes Nurs. 2014;1(2):50-60. [Persian]
[37]JenaAbadi H, Ahani MA. Investigating the relationship between attachment styles, self-efficiency and academic performance of high school students of Zahedan city. Int J Econ Manag Soc Sci. 2014;3(5):260-4. [Persian]
[38]Faraghi M, Abedini M. The relationship between attachment style with mental health, academic performance and self-efficacy of high school students in Bandar Abbas city. GMP Rev. 2015;18(1):373-8.
[39]Saadat S, Asghari F, Jazayeri R. The relationship between academic self-efficacy with perceived stress, coping strategies and perceived social support among students of university of Guilan. Iran J Med Educ. 2015:15(2):67-78. [Persian]
[2]Abdulghani HM, Al-Drees AA, Khalil MS, Ahmad F, Ponnamperuma GG, Amin Z. What factors determine academic achievement in high achieving undergraduate medical students?: A qualitative study. Med Teach. 2014;36(Suppl 1):S43-8.
[3]Roohi G, Asayesh H, Bathai S, Shouri Bidgoli A, Badeleh M, Rahmani H. The relationship between self-efficacy and academic motivation among students of medical sciences. J Med Edu Dev. 2013;8(1):45-51. [Persian]
[4]Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychol Rev. 1977;84(2):191-215.
[5]Ramachandran VS. Encyclopedia of Human Behavior. 2nd edition. London: Burlington, MA; 2012.
[6]Schultz DP, Schultz SE. Theories of personality. 10th ed. USA: Cengage Learning; 2011. [Persian]
[7]Bandura A. Self-efficacy: The exercise of control. New York: Worth Publishers; 1997.
[8]Komarraju M, Nadler D. Self-efficacy and academic achievement: Why do implicit beliefs, goals, and effort regulation matter?. Learn Individ Differ. 2013;25:67-72.
[9]Stankov L, Lee J, Luo W, Hogan DJ. Confidence: A better predictor of academic achievement than self-efficacy, self-concept and anxiety?. Learn Individ Differ. 2012;22(6):747-58.
[10]Diseth Å. Self-efficacy, goal orientations and learning strategies as mediators between preceding and subsequent academic achievement. Learn Individ Differ. 2011;21(2):191-5.
[11]Bandura A. Perceiving self-efficacy in cognitive development and functioning. Educ Psychol. 1993;28(2):117-48.
[12]Bandura A. Psychological Modeling Theory and practice. New York: Lieber-Antherto; 1978.
[13]Denham SA. Part I: The definition and practice of family health. J Famil Nurs. 1999;5(2):133-59.
[14]Nilforooshan P, Abedi MR, Ahmadi SA. Family pathology, classification and assessment. 2nd edition. Isfahan: University of Isfahan; 2014. [Persian]
[15]Bowlby J. Attachment and loss. 2nd edition. New York: Basic Books; 1969.
[16]Bowlby J. A secure base: Clinical applications of attachment theory. London: Taylor & Francis; 2005.
[17]Hazan C, Shaver P. Romantic love conceptualized as an attachment process. J Personal Soc Psychol. 1987;52(3):511-24.
[18]Simpson JA. Influence of attachment style on romantic relationships. J Personal Soc Psychol. 1990;59(5):971-80.
[19]Ekeh PU. Children’s attachment styles, academic achievement and social competence at early childhood. Afri Res Rev. 2012;6(4):335-48.
[20]Tavakolizadeh J, Tabari J, Akbari A. Academic self-efficacy: Predictive role of attachment styles and meta-cognitive skills. Procedia Soc Behav Sci. 2015;171:113-20.
[21]Asghari F, Saadat S, Atefi Karajvandani S, Janalizadeh Kokaneh S. The relationship between academic self-eficacy and psychological well-being, family cohesion, and spiritual health among students of Kharazmi university. Iran J Med Educ. 2014;14(7):581-93. [Persian]
[22]Hosseini Dowlatabadi F, Sadeghi A, Saadat S, Khodayari H. Relationship between self-efficacy and self- actualization with coping strategies among students. Res Med Educ. 2014;6(1):10-8. [Persian]
[23]Krejcie R, Morgan D. Determining sample size for research activities. Educ Psychol Meas. 1970;30:607-10.
[24]Hovestadt AJ, Anderson WT, Piercy FP, Cochran SW, Fine M. A family-of-origin scale. J Marital Fam Ther. 1985;11(3):287-97.
[25]Karami A. Psychometric characteristics and standardization of health level of family-of-origin scale. Coun Res Dev. 2011;10(38):103-20. [Persian]
[26]Rafiee S, Hatami A, Froghi AA. The relationship between early maladaptive schemas and attachment style in women with marital infidelity. Women Soc. 2011;2(1):21-36. [Persian]
[27]Moezeni T, Aghaee A, Golparvar M. Predict the attachment based on styles parenting styles in children. J Instr Eval. 2014;7(25):87-99. [Persian]
[28]Owen SV, Froman RD. Development of a college academic self-efficacy scale. New Orleans, LA: Annual meeting of the National Council on Measurement in Education; April 6-8, 1988.
[29]Fan W, Williams CM. The effects of parental involvement on students’ academic self-efficacy, engagement and intrinsic motivation. Educ Psychol. 2010;30(1):53-74.
[30]Hall AS. Expanding academic and career self-efficacy: A family systems framework. J Couns Dev. 2003;81(1):33-9.
[31]Jamali M, Noroozi A, Tahmasebi R. Factors affecting academic self-efficacy and its association with academic achievment among students of Bushehr university medical sciences 2012-13. Iran J Med Educ. 2013;13(8):629-41. [Persian]
[32]Caprara GV, Pastorelli C, Regalia C, Scabini E, Bandura A. Impact of adolescents' filial self-efficacy on quality of family functioning and satisfaction. J Res Adolesc. 2005;15(1):71-97.
[33]Mishra S, Shanwal VK. Role of family environment in developing self efficacy of adolescents. Integr J Soc Sci. 2014;1(1):28-30.
[34]Wright SL, Perrone‐McGovern KM, Boo JN, White AV. Influential factors in academic and career self‐efficacy: Attachment, supports, and career barriers. J Couns Dev. 2014;92(1):36-46.
[35]Mir F. The role of self-efficacy and attachment style: Support of dietary self-care in adults with type 2 diabetes [Dissertation]. University of Birmingham; 2009.
[36]Izadi Tameh A, Nemati Dehkordi SH, Nemati Dehkordi M. The relationship between attachment style on self-efficacy and self-care in patients with type 2 diabetes. J Diabetes Nurs. 2014;1(2):50-60. [Persian]
[37]JenaAbadi H, Ahani MA. Investigating the relationship between attachment styles, self-efficiency and academic performance of high school students of Zahedan city. Int J Econ Manag Soc Sci. 2014;3(5):260-4. [Persian]
[38]Faraghi M, Abedini M. The relationship between attachment style with mental health, academic performance and self-efficacy of high school students in Bandar Abbas city. GMP Rev. 2015;18(1):373-8.
[39]Saadat S, Asghari F, Jazayeri R. The relationship between academic self-efficacy with perceived stress, coping strategies and perceived social support among students of university of Guilan. Iran J Med Educ. 2015:15(2):67-78. [Persian]