Date of Award
Ph.D. in Counselor Education
Marilyn S. Snow
Lori A. Wolff
The purpose of this study was to explore the relationship between patterns of relating to both parents and academic self-concept. Also, this study examined the differences between academically high-achieving college students and academically at-risk college students in patterns of relating and academic self-concept. One hundred sixty one college students participated in this study. Of the 161 participants, 90 were recruited from an academic support program and 71 were recruited from an honors college. Participants completed a research packet including the Adult Scale of Parental Aattachment (Snow et al., 2007), Self Description Questionnaire III (Marsh, 1992), and the Demographic Questionnaire. Results shothat there are significant correlations between patterns of relating and academic self-concept. Specifically, fearful and distant patterns of relating to mother are negatively correlated with academic self-concept. A dependent pattern of relating to father was negatively correlated with academic self-concept. Also, the results of this study indicated that there are differences between academically high-achieving college students and academically at-risk college students in patterns of relating and academic self-concept. The implications of this study, limitations, and suggestions for future research are discussed.
Yang, Ji Woong, "The Relationship Between Patterns of Relating and Academic Self-Concept" (2011). Electronic Theses and Dissertations. 323.