The Influence of Attachment Types on Academic Performance of Children

DOI

10.2991/assehr.k.211220.087How to use a DOI?

Keywords

Attachment theory; academic performance; attention; motivation; self-concept

Abstract

Academic performance has been recognized as one of the educational evaluations, and preceding research has revealed a relationship between attachment types and academic success. When considering the influence of parents on children’s learning, attachment theory is one of the theories that may be applied in school practice. Differences in children’s academic achievement, according to attachment theory, might be explained by different security levels perceived from different types of attachment with parents or teachers. These disparities can be attributed to the fact that children’s non-intellectual abilities, such as motivation, attention, and self-concept, are affected by the varied security levels they get, and hence have a direct impact on academic achievement. In this study, we will look at how attachment theory influences students’ academic performance based on different non-intellective skills, and we will explore how attachment theory may be used based on the effects on non-intellective abilities.

Copyright

© 2021 The Authors. Published by Atlantis Press SARL.

Open Access

This is an open access article under the CC BY-NC license.

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TY  - CONF
AU  - Runqi Wang
PY  - 2021
DA  - 2021/12/24
TI  - The Influence of Attachment Types on Academic Performance of Children
BT  - Proceedings of the 2021 4th International Conference on Humanities Education and Social Sciences (ICHESS 2021)
PB  - Atlantis Press
SP  - 512
EP  - 517
SN  - 2352-5398
UR  - https://doi.org/10.2991/assehr.k.211220.087
DO  - 10.2991/assehr.k.211220.087
ID  - Wang2021
ER  -