Academic achievement is the most important parameter in the efficacy of each educational system. The present study was undertaken to evaluate the relationship between attachment styles, risk perception and fear of success and students’ aca
More
Academic achievement is the most important parameter in the efficacy of each educational system. The present study was undertaken to evaluate the relationship between attachment styles, risk perception and fear of success and students’ academic achievement. The study population consisted of all the male and female high school students in Urmia in the 2014-2015 educational years. A total of 380 students were selected using the multi-stage cluster sampling technique in terms of district, gender and educational level. Data were collected using attachment styles questionnaire (Van Oudenhoven, Hofstra and Becker, 2003), risk perception scale (Benthin, Slovic and Severson, 1993), fear of success questionnaire (Zuckerman and Ellison, 1976) and the average of students’ grades. The questionnaires have a desirable validity and appropriate reliability. Data were analyzed with Pearson’s correlation coefficient and path analysis techniques. The results showed that in the first model, the secure attachment style had significant, positive, direct and indirect effects on academic achievement. The variables of risk perception and fear of success proved good mediators between secure attachment style and academic achievement. In addition, in the second model, insecure attachment style had a direct and significant effect on academic achievement; however, it had no significant indirect effect on academic achievement. The variables of risk perception and fear of success were not good mediators between insecure attachment style and academic achievement. Based on the results, emphasis should be placed on the roles of attachment styles, risk perception and fear of success in academic achievement.
Manuscript profile
