Epistemic trust, attachment and approaches to learning: A person-oriented approach

ABSTRACT The role of attachment in student achievement is garnering increased attention, yet the link between attachment and the quality of student learning remains underexplored. This study aims to categorize university students based on attachment styles, epistemic trust (ET), and learning approaches. We examined differences between identified profiles concerning two mental health constructs: General Health Questionnaire and Post Traumatic Stress Disorder. The sample included 225 university students from social science and education departments. Approaches to learning, Attachment, ET, PTSD and General Health were assessed. Cluster analysis revealed three distinct profiles: deep-organized secure, high-dissonant organized anxious, and low-dissonant unorganized avoidant. These profiles align with the attachment-ET theory and reflect varied learning strategies among university students that correspond to learning profiles dominating the educational literature revealing links between learning and psychological capacity. The high-dissonant organized anxious group reported the highest GHQ and PTSD scores compared to the deep-organized secure and low-dissonant unorganized avoidant groups.