Abstract

Epistemological development and attachment theory have been independent frameworks for understanding psychological development. This study examined the association between epistemological development (using the Measure of Epistemological Reflection) and attachment (using the Adult Attachment Interview) in a sample of 60 pre- and postgraduated college students. Results showed that absolute knowing is rarely present in secure students and that it is most common among preoccupied students. Students with dismissing attachment have restricted ways of knowing, progressing from transitional knowing to independent knowing. For a more comprehensive analysis of these findings selected cases are presented. These results may be relevant for further interdomain research and intervention with college students.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 845-860
Launched on MUSE
2015-12-14
Open Access
No
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