Modeling Relationship between Attachment Styles and Perceived Social Support with Academic Adjustment and Mediating Role of Self-Regulation in Adolescence

Document Type : Original Article

Authors

1 Master in school Counseling. Faculty of Educational Sciences and Psychology, Shahid Beheshti University, Tehran, Iran.

2 Department of Counseling. Faculty of Educational Sciences and Psychology, Shahid Beheshti University. Tehran, Iran.

3 Assistant Professor, Department of Counseling, Faculty of Educational Sciences and Psychology, , Shahid Beheshti University. Tehran, Iran.

10.48308/apsy.2025.238584.1770

Abstract

Aim: This study was conducted with the aim of modeling the relationship between attachment styles and perceived social support with academic adjustment and self-regulation in adolescents.
Methods: This research is a type of correlational research in which the statistical method of structural equation modeling is used. The study population included all students of the second secondary level in Tehran in the academic year of 1401-1402, who were selected by multi-stage cluster sampling method and 600 people were selected. In order to collect data, the Collins and Reed Attachment Styles Questionnaire (1990), Perceived Social Support Scale (1988), Self-Regulated Learning Strategies Questionnaire (1990) and Adaptability Inventory for Students (1993) were used. SPSS-24 and LISREL-8/5 software were used for data analysis.
 Results: Secure attachment style had no direct effect on academic adjustment, but anxious and avoidant attachment style have a direct and negative effect on academic adjustment. Also, self-regulation had direct and positive effect on academic adjustment, but perceived social support didn’t show direct effect on academic adjustment. On-the-other-hand, Secure attachment style had direct effect on self-regulation, but anxious and avoidant attachment styles didn’t have direct effect on self-regulation. In-addition, perceived social support had direct and positive effect on self-regulation. The model tested in the current study has good fit with the initial conceptual model.
Conclusion: The self-regulation plays a mediating role in relationship between anxious and avoidant attachment style and academic adjustment and between perceived social support and academic adjustment.

Keywords

Main Subjects


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