Electronic Theses and Dissertations

Title

The Relationship Between Patterns of Relating and Academic Self-Concept

Author

Ji Woong Yang

Date of Award

2011

Document Type

Dissertation

Degree Name

Ph.D. in Counselor Education

First Advisor

Marilyn S. Snow

Second Advisor

Lori Wolff

Third Advisor

Susan Mossing

Abstract

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 showed that 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.

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