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The purpose of the current study was to investigate the effects of attachment styles of university students on the confidence and satisfaction levels toward group project performance, involving their social interactions with others. In addition, it also sought to establish a model for predicting con...

The purpose of the current study was to investigate the effects of attachment styles of university students on the confidence and satisfaction levels toward group project performance, involving their social interactions with others. In addition, it also sought to establish a model for predicting confidence and satisfaction levels in a group project performance environment. 378 university students at Kuniversity in Seoul participated in the research as subjects. For the research instruments themselves, the researchers used revised versions of the adult attachment questionnaire (Bartholomew & Horowitz, 1991) and the learning motivation measurement instrument (Keller, 1989). According to the results of the research, approximately 60% of the subjects exhibited a secure attachment style, approximately 25% of them exhibited an ambivalent style, and less than 10% of them exhibited an avoidant and controlling style respectively. These attachment styles had statistically significant effects on the levels of confidence and satisfaction in group project performance at alpha of .05. The current research results provide useful guidance in regards to effectively organizing group members in group project performance environments and selecting appropriate learning methods based on learner"s preferences.

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