The purpose of this study was to determine whether attachment, as measured dimensionally in a number of significant relationships (mother, father, romantic partner, best friend, social group, and institution), was associated with undergraduate students' ability to adapt to college. A second goal of this study was to determine if attachment exists in a hierarchy with parental attachment as the prototype for other attachment relationships. Participants were undergraduate students at a state university (N = 466). They were administered self-report measures of attachment avoidance and anxiety, as well as a measure of adaptation to college. Structural equation modeling was used to examine the relationships. The anxiety models provided a good fit to the data, while the avoidance models provided only a mediocre fit. In general and contrary to expectations, higher levels of attachment avoidance and anxiety were associated with higher levels of adjustment. As predicted, higher levels of social adjustment predicted higher levels of emotional adjustment. Factor analysis revealed a hierarchical structure, with parent attachment avoidance predicting the greatest amount of variance in attachment scores, followed by peer attachment avoidance, and group/institution attachment avoidance. Likewise, parent attachment anxiety accounted for the majority of the variance in attachment anxiety scores, followed by peer attachment anxiety, and group/institution anxiety. An examination of direct and indirect effects revealed important differences in the way attachment avoidance and anxiety function. Peer attachment avoidance was found to fully mediate the relationship between parent attachment avoidance and college adaptation, and also fully mediate the relationship between group/institution attachment avoidance and college adaptation. Peer attachment anxiety did not mediate either the relationship between parent attachment anxiety and college adaptation, or the relationship between group/institution attachment anxiety and college adaptation. In the avoidance model peer attachment played a direct role. Parent and group institution attachment functioned only indirectly through peer attachment. In the anxiety model parent and group/institution attachment played a direct role, while the role of peer attachment was not significant. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]