Abstract
This longitudinal study of 134 female high school seniors investigated the relationship between attachment cognitions and school and work functioning two years later. School functioning was indexed by interviewer-rated strain, stressful events, academic performance, and self-reported attitudes toward college. Work functioning was indexed by interviewer-rated strain, stressful events, and self-reported attitudes toward work. Attachment cognitions were found to be correlated with school strain, number and stress of school-related events as well as self-reported satisfaction, stress, and problems meeting deadlines. Attachment cognitions were found to be correlated with work strain, work satisfaction, tendency to overcommit, and performance anxiety. Most of these relationships persisted even when initial symptomatology was accounted for. These findings lend support to the hypothesis, derived from attachment theory, that secure attachment cognitions provide a secure base that allows the late adolescent to negotiate the challenges of college and work successfully.
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This research was supported by a PHS National Research Service Award to the first author, and by a grant from the W. T. Grant foundation to the second.
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Burge, D., Hammen, C., Davila, J. et al. Attachment cognitions and college and work functioning two years later in late adolescent women. J Youth Adolescence 26, 285–301 (1997). https://doi.org/10.1007/s10964-005-0003-5
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DOI: https://doi.org/10.1007/s10964-005-0003-5