Attachment Orientation, Rejection Sensitivity, and Academic Performance of Undergraduate Females at the University of the Bahamas

Attachment theory (AT) provides the theoretical framework to conceptualize Rejection Sensitivity (RS). While many factors influence the academic performance (AP) of students in higher education, there is little information about the impact of RS on student development and educational outcomes in the Caribbean region. Thus, the purpose of the current study was to explore the extent and presence of RS and its correlation to AP in undergraduate females studying at the University of The Bahamas (UB). The study utilized an explanatory sequential design to determine: is there a correlation between RS and AP, and between attachment and RS; what independent variables best predict AP as measured by self-reported GPA; and what mitigates participants' experience with RS and their AP? Participants (N = 191) recruited through convenience sampling accessed a Survey Monkey link with two assessment instruments: the Experience in Close Relationships-Relationship Structures (ECR-RS) questionnaire and the Rejection Sensitivity Questionnaire-Personal (RSQ), which measures attachment orientation and RS, respectively. Based on criteria, quantitative data results determined the purposive sample of N = 18 females to participate in semi-structured Zoom interviews. Quantitative data analysis was conducted in SPSS to gather descriptive statistics and run a four-layer hierarchical multiple regression. Findings of the study revealed no significant correlation between RS and AP, but a significant correlation between global anxiety and RS. Attachment anxiety scores significantly negatively predicted AP in the sample. Thematic analysis procedures and Dedoose software were used to analyze responsive interview data. Bioecological principles framed the analysis of qualitative findings and suggest that support, motivation, relationships, and time mitigate the presence of RS and AP in the sample. The results and conclusions inform best practices in counseling and educational leadership. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]