Prediction of Academic Self-efficacy based on Attachment Styles and Meta-cognitive Skills of Students

Document Type : Research Paper

Authors

1 M.A. in General Psychology, Department of Psychology, Faculty of Literature and Human Science, Ahar Branch, Islamic Azad University, Ahar, Iran

2 Assistant Professor, Department of Psychology, Faculty of Literature and Human Science, Urmia University, Urmia, Iran

3 Assistant Professor, Institute Law Enforcement and Social Study Naja, Tehran, Iran, Research center for cognitive and behavior sciences in police, Directorate of Health Rescue and treatment, Police Headquarter, Tehran, Iran

Abstract

The study of academic self-efficacy and factors influencing it in today's society requires special attention for students. The aim of this study was predicting academic self-efficacy based on attachment styles and meta-cognitive skills. It was descriptive-correlational study and statistical samples (n=195) were selected by a cluster-random sampling method from third-grade high school female students of Ahar. Mac Elroy & Banting's academic self-efficacy questionnaire (2002), the Adult Attachment Scale (AAS, Collins & Read, 1990), and the metacognition questionnaire (O'Neil and Abedi, 1996) were employed for data gathering. Correlation analysis results showed a positive and significant relationship between the components of metacognitive skills and academic self-efficacy and the components of secure and insecure avoidance attachment, the relationship between the component of anxious attachment style with academic self-efficacy was negative (p <0.05). Regression analysis, the rate of influence of metacognitive awareness, cognitive strategy, planning, and self-monitoring components on academic self-efficacy was respectively 0.29, 0.28, 0.37, 0.11 (p <0.05). The rate of influence of attachment components (insecure avoidance), proximity (secure), and anxiety on academic self-efficacy were respectively 0.44, 0.24, -0.11, respectively (p <0.05). As with results, the self-efficacy of students can be promoted through significant systematizing the process of teaching-learning as well as anxiety-avoidance conditions.

Keywords

References

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