Attachment in secondary education : effects of student attachment bonds with parents and teachers on student motivation.

Abstract

The consistent amount of time a student spends with educators throughout their childhood requires that researchers take steps to understand the extent of the impact these relationships might have. To better examine these relationships, the present research utilizes attachment theory as a framework through which student-teacher relationships impact student motivation beyond that of parent-child relationships. Motivation is measured via regulatory mode, which is a theory of self-regulation, and goal selection. Findings indicate that while teacher-student and parent-child attachments are correlated, student's motivation is predicted more by their attachment to their parent rather than attachment to a secondary educator.