From Stress to Learning: Attachment Theory Meets Goal Orientation Theory

Abstract

Few investigators have explored connections between attachment theory and goal orientation theory. Although the theories differ in important ways, we suggest there is a striking similarity in their depiction of an adaptive pathway leading from stress to learning goals and constructive strategies, and a contrasting pathway leading from stress to self-validation goals and defensive strategies. We review evidence from two leading investigators—Mario Mikulincer in adult attachment theory and Carol Dweck in goal orientation theory—to show that, following failure and other setbacks, learning as compared to self-validation goals are more likely to lead to cognitive openness, problem-solving, support-seeking, and adaptive emotion regulation. The theories differ in their understanding of the views underlying learning and self-validation goals, and those differences have led to qualitatively different interventions. We suggest how attachment and goal orientation theory interventions can be integrated to maximize optimal functioning in stressful conditions.