Attachment and coping as theoretical frameworks for understanding adjustment to university for local and international students

Abstract

For most students, coming to university is among their first major life transitions, presenting them with many adaptational demands for which they may or may not be adequately prepared. Theoretical views of stress and coping would suggest that adjustment to university will be influenced by individual resources for coping,their social resources and the adaptational demands of the new environment. Attachment theory and research, on the other hand, would suggest that early attachment experiences help shape internal working models that determine how individuals view themselves and their expectations in adolescence and beyond. A secure attachment base allows individuals to explore new situations with the internal resources to evaluate and cope with the anxiety inherent in such new situations. Peer relationships during this transition period are seen as an extension of the form and quality of those relationships within the family. There is debate in the literature as to the applicability of attachment theory across cultures, with much of the contemporary research focused on western populations. Student attrition is a major area of concern for universities. Helping students successfully make the adjustment is of primary importance in addressing a large part of the reasons for attrition. Academic factors explain only a small proportion of the reasons for students leaving university. A greater understanding of the role of attachment relationships and coping style in adjustment to university by both local and international students will help to better inform the design of appropriate interventions and support structures for students.