Introduction to Academic-Specific Child-Parent Attachment Academic-Specific Child-Parent Attachment (AS-CPA) represents a specialized theoretical construct within developmental psychology, diverging from the broader framework of general emotional attachment formulated by Bowlby and Ainsworth, while remaining fundamentally rooted in its principles. This specialized attachment focuses exclusively on the relational dynamics between a child and their primary caregiver as […]
Defining Early School Leaving and Associated Attitudes Early School Leaving (ESL), often referred to interchangeably with dropping out, signifies the completion of education prior to obtaining the mandated or expected qualification, typically defined by the completion of secondary education or, in some contexts, the minimum leaving age. The attitudes surrounding this phenomenon are multifaceted, deeply […]
Definition and Conceptualization of School Attachment School attachment, a core construct within educational psychology and adolescent development research, refers to the psychological, emotional, and behavioral bonds that link a student positively to their educational institution. This concept transcends mere attendance or superficial engagement; it signifies a deep-seated sense of belonging, connection, safety, and identification with […]
Definition and Conceptual Frameworks Adolescent school engagement is a multifaceted psychological construct defined as the student’s active investment in and commitment to their schooling. It is not merely synonymous with attendance or compliance but encompasses the quality and intensity of the student-environment interaction within the educational setting. High levels of engagement signify that adolescents are […]