Attachment as a moderator of the effect of security in mentoring on subsequent perceptions of mentoring and relationship quality with college teachers

Bibliographic Data

ID2938481
AuthorsSimon Larose (0000-0001-8872-086X, Université Laval, corresponding author), Annie Bernier (0000-0002-2359-9808, Université de Montréal), Nathalie Soucy (Université de Montréal)
Year2005
Volume22
Issue3
Pages399-415
Publication date2005-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueJournal of Social and Personal Relationships (JOURNAL)
Journal identifiersISSN: 0265-4075 • E-ISSN: 1460-3608
PublisherSAGE Publications Inc (PUBLISHER)
DOI10.1177/0265407505052443
OpenAlexW2068508979
LanguageEN
Citations received11
References cited29

The purpose of this study was to examine if college students' attachment insecurity, as evaluated by the Adult Attachment Interview, moderates the effect of affective security in mentoring on subsequent perceptions of the mentoring program and relationship quality with other teachers. Academically at-risk students were involved in a 10-hour mentoring program and completed measures at three points in time. Security in mentoring was associated with a subsequent positive perception of mentoring and with low conflict with teachers, although not with supportive relationships with teachers. As expected, these associations were moderated by attachment insecurity. Security in mentoring was positively related to subsequent perceptions of mentoring only for students showing low preoccupation with attachment, and inversely related to conflict with teachers only for students showing high dismissing attachment tendencies

Developmental psychology · Emotional security · Moderation · Perception · Quality (philosophy · Attachment and Relationship Dynamics · Child and Adolescent Psychosocial and Emotional Development · Mentoring and Academic Development · Psychology · Social Psychology

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