Understanding the Influence of Parental Attachment Styles on Anxiety Development and Academic Performance in First-Year College Students During the Transition to Higher Education

Abstract

Introduction: The transition to higher education marks a significant life change, often leading to stress and anxiety in first-year college students. Parental attachment, a central aspect of developmental psychology, can play a crucial role in how students cope with these challenges. Parental attachment styles—secure, anxious, or avoidant—may influence students’ emotional well-being, anxiety levels, and academic performance during this transition. Objective: This study aims to understand the influence of parental attachment styles on the development of anxiety and academic performance in first-year college students during their transition to higher education. Methodology: A sample of 380 first-year college students was surveyed on their parental attachment styles, anxiety levels, and academic performance. Attachment style was assessed using a standardized attachment questionnaire, anxiety levels using the Beck Anxiety Inventory (BAI), and academic performance based on GPA and self-reported academic satisfaction. Results: The findings revealed that students with insecure parental attachment (anxious or avoidant) reported higher anxiety levels and lower academic performance compared to those with secure attachment. Furthermore, the study found a strong negative correlation between anxiety and academic performance. Conclusion: Parental attachment styles significantly impact anxiety levels and academic performance in first-year college students. The findings suggest that interventions aimed at promoting secure attachment and coping strategies could be beneficial in supporting students’ emotional well-being and academic success.