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ABSTRACT
Past research has shown the importance of considering close others' interests when pursuing goals, but no research has examined potential moderators of this effect. Two studies examined how attachment style moderates the association between reasons for studying and academic outcomes. In Study 1, 119 participants reported their attachment style, the reasons why they study, and their study habits. As predicted, the association between relational reasons and studying was positive for secure individuals and negative for avoidant individuals. In Study 2, 195 participants reported their attachment style and reasons for studying, as well as their GPA and academic well-being. As predicted, the association between relational reasons and GPA was positive for secure individuals, whereas the associations between personal reasons for studying and academic well-being were positive for avoidant individuals. These results indicate the importance of considering individual differences as moderators of the association between goal motives and outcomes.
Notes
Note
1. Follow-up analyses examining demographic differences on the variables were also conducted. An independent samples t-test indicated that men scored significantly lower than women on the measure of study habits, Mmen = 3.13, SD = 0.50, Mwomen = 3.52, SD = 0.45, t(109) = 4.05, p < .01. A One-Way Analysis of Variance (ANOVA) revealed that participants older than 35 scored significantly higher on relationally-autonomous reasons for studying than the other participants, M18–25 = −0.57, SD = 1.98, M25–35 = −0.59, SD = 2.26, M35+ = 1.25, SD = 1.91, t(111) = 2.42, p < .05. There were no significant differences in terms of race, and no other significant differences in terms of gender or age on the outcomes.