Relationship Between Attachment Styles, Cognition And Academic Achievement Of Children

This study investigated the relationship between attachment styles, Cognition and academic achievement of children in Owerri education zone 1 and 2 of Imo state. The researcher adopted 2 correlational research design and the pupils were the respondents during the study. A self-report rating Scale was developed by the researcher to elicit information on Pupil-teacher attachment (PTAAS), which measured children’s attachment to the teacher. The second rating Scale was the Children Cognition Assessment Rating Scale (CCARS) and is made up of questions categorized under attention and Problem Solving competence. It is also a self-report measure. Mathematics achievement test was the third instrument comprising of mathematics test which determined the Academic Achievement of middle education Pupils in Primary five.
The population of the study consists of, all middle basic education primary school pupils in primary five in Owerri education zone numbering 392,861 pupils. Three hundred and ninety eight Pupils formed the sample and they were drawn using Stratified Random Sampling techniques. The data collected from the sample size of 398 were analyzed using Pearson Product Moment Correlation Coefficient and Regression model analysis at 0.05 level of significance. The result revealed that there is weak relationship between attachment styles, Cognition and academic achievement of Children. There is consistency in the significant relationship in anxious-ambivalent, anxious-avoidant, cognition and Academic achievement. There is a positive significant relationship between secure attachment, Cognition and Achievement. 
It is recommended  among other things that the school authority should organize programmes in form of workshops, for teachers and counselors that will facilitate the merits of instilling secure attachment styles and efforts to teach them how to improve on their attachment styles.