Impact of Attachment Styles on Internalizing and Externalizing Behavioral Problems among Children and their Academic Achievement
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Attachment styles, internalizing behavior, externalizing behavior, academic achievement


The current study examines attachment styles as determinants of internalizing and externalizing behavioral problems among children, and their academic achievement. The convenient sampling technique was used to collect the sample data comprising of (N=201) school children studying in the 9th and 10th grades; further divided on the basis of gender i.e. boys (n=100) and girls (n=101) with age ranges between 15 to 17 years. Their attachment styles and behavioral problems were measured through the Child Problem Checklist and Attachment Style Scale respectively. Academic achievement was taken from their respective schools. Pearson correlation, multiple regression and independent t-test analyses were computed to verify the hypotheses. Co relational analysis showed that avoidant and anxious attachment styles were negatively correlated and the secure attachment style was positively Co related with academic achievement. Multiple regression analysis demonstrated the secure and anxious attachment styles as significant negative predictors of internalizing behavioral problems whereas the avoidant style was found to be significant positive predictor of internalizing behavior problems. A significant inverse relationship exists between internalizing behavior problems, with externalizing behavior problems and with secure attachment style. Avoidant attachment style predicted externalizing behavioral problems significantly and negatively and non-significantly to internalizing behavior problems. Significant gender differences were demonstrated on the aforementioned constructs except secure attachment style and academic achievement. Further significant school differences were found on all variables except internalizing behavioral problems and the avoidant attachment style. 

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