Attachment functioning and its effect on academic achievement and cognitive maturity among children in Polokwane, South Africa

Abstract

This study investigated the relationship between attachment functioning, cognitive maturity, and academic achievement in children. Given the foundational role of early attachment in cognitive and academic performance, the study aimed to examine the associations among attachment dimensions with cognitive maturity and academic performance. A quantitative, correlational cross-sectional design was employed. The study utilized a purposive sample of 40 children (aged 6–12) from the Hlatlaganya Drop-in Centre in Mankweng, Polokwane. Attachment functioning was assessed using the Kinetic Family Drawing (KFD), while cognitive maturity was measured using the Rorschach inkblot test. Academic achievement was determined using total aggregate school scores. Descriptive statistics, Spearman’s Rank-Order Correlation, the Mann-Whitney U test and the Kruskal-Wallis H test were run in SPSS version 29.0.0.0. Findings revealed a significant positive correlation between secure attachment and academic achievement. However, no significant relationship was found between attachment functioning and cognitive maturity. The results suggest that while secure attachment contributes to academic success, additional factors may influence cognitive maturity. The study highlights the critical role of secure attachment in academic achievement but indicates that attachment may not be a sole determinant of cognitive maturity. These findings underscore the need for further research incorporating longitudinal designs and additional cognitive measures. Practical implications suggest fostering secure attachments through parental education and supportive school environments to enhance academic outcomes.