Student Attachment Stances, Instructor Immediacy, and Student–Instructor Relationships as Predictors of Achievement Expectancies in College Students

Abstract

In the present research, associations between student attachment stances, verbal and nonverbal instructor immediacy, student–instructor relationships, and student achievement orientations were specified. It was predicted that positive student–instructor relationships would mediate associations between student attachment stances, instructor classroom behaviors and achievement orientations. To test this prediction, college students ( N = 263) completed measures assessing achievement orientations, attachment stances, instructor relationship, and instructor-related behaviors in a randomly determined class. Instructor immediacy was significantly related to student achievement orientations; however, this association was partially mediated by student–instructor relationship quality. Highly immediate instructors had students who reported positive relationships with them, and this stance was associated with proficient achievement orientations. Student attachment stances were largely unrelated to relationships with instructors and achievement orientations. Implications for research and practice are offered.

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