Abstract

In this study, in order to examine university students’ perceived school attachment types, school attachment perception types were classified using the Q methodology and their characteristics were examined. For this purpose, a Q population was formed by analyzing previous research and the results of in-depth interviews. A Q sample of 40 questions was developed. Then 32 university students were selected as P samples through snowball sampling. In Q sorting, the Q sample was placed according to the level of consent according to participants’ subjective perceptions through forced distribution within an 11-point scale distribution map. This paper describes why the two most and least agreed-upon items were selected. QUANL analysis classified four types of perceived school attachment. Type 1 is characterized by stability, taking the initiative in school life, growth, high academic satisfaction, participation in various school activities, and stable interpersonal relationships. Type 2 is characterized by ambivalence and making efforts to adapt to school life but finding it difficult to accept its limitations, participation in a variety of on- and off-campus activities, and stable interpersonal relationships. Type 3 is characterized by instability, recognition of the school’s strengths, difficulty forming relationships with other students, and making efforts but having difficulty adapting to school life. Type 4 is characterized by awareness and avoidance of the problems of school life, no sense of belonging, emotional distance from school life, and a focus on realistic and tangible outcomes and rewards, such as school costs, grades, and future employment. This paper discusses the characteristics of each school attachment type and considerations they should be given. This study’s results can be used to understand each school attachment type’s characteristics and how to develop support for each.