scholarly journals The Relationship between Alexithymia and Attachment Styles among University Students

2018 ◽  
Vol 8 (5) ◽  
pp. 104
Author(s):  
Lama M Qaisy ◽  
Muna A Abu darwish
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Family Size ◽  
Attachment Styles ◽  
Secure Attachment ◽  
Validity And Reliability ◽  
Level Of Education ◽  
Avoidant Attachment ◽  
The Relationship ◽  
Tas 20

The study aimed to investigate the relationship between Alexithymia (Alex) and attachment styles, gender, familysize, parent's level of education among a randomly selected sample of (392)undergraduate students (136 male, 256female), at Al-Hussein Bin Talal University. To achieve the objectives of this study, the twenty-item TorontoAlexithymia Scale (TAS-20), which was standardized by Dawoud (2016) and Yarmouk Attachment Scale developedby Abu Ghazal and Jaradat (2009) were applied, after verifying their validity and reliability. The results of the studyrevealed a significant negative correlations between Alex and secure attachment, while the correlations between Alexand avoidant attachment, and anxious-ambivalent attachment styles were positively significant. Also, there wassignificant positive correlation between Alex with gender and family size. Finally; no significant correlations werefound between Alex with parent’s education. 

scholarly journals Prevalence of a Forgivingness Tolerance Trait among University Students and its Relationship with Attachment Styles

2017 ◽  
Vol 10 (4) ◽  
pp. 36
Author(s):  
Ahmad M. Mahasneh
Keyword(s):  
University Students ◽  
Attachment Style ◽  
Undergraduate Students ◽  
Attachment Styles ◽  
Secure Attachment ◽  
Academic Level ◽  
Avoidant Attachment ◽  
Hashemite University ◽  
Academic Year ◽  
Academic Specialization

This study aimed to identify the prevalence of a forgiveness trait among university students and its relationship with attachment styles, and to determine any differences in the extent of forgiveness based on gender, academic specialization and academic level variables. Participants in the study consisted of 784 male and female undergraduate students at the Hashemite University in the academic year 2013-2014, who completed both the attachment styles and forgiveness traits scales. Results indicated a moderate prevalence of the forgiveness trait and no significant differences were found due to gender, while significant differences were found due to academic specialization in favor of humanist specializations and academic level in favor of third and fourth academic levels. Results also indicated that the secure attachment style indicated a positive relationship with the forgiveness trait, whereas no significant relationship was found between the anxious or avoidant attachment styles, and the forgiveness trait.

scholarly journals Prevalence of a Forgivingness Tolerance Trait among University Students and its Relationship with Attachment Styles

2017 ◽  
Vol 11 (1) ◽  
pp. 36
Author(s):  
Ahmad M. Mahasneh
Keyword(s):  
University Students ◽  
Attachment Style ◽  
Undergraduate Students ◽  
Attachment Styles ◽  
Secure Attachment ◽  
Academic Level ◽  
Avoidant Attachment ◽  
Hashemite University ◽  
Academic Year ◽  
Academic Specialization

This study aimed to identify the prevalence of a forgiveness trait among university students and its relationship with attachment styles, and to determine any differences in the extent of forgiveness based on gender, academic specialization and academic level variables. Participants in the study consisted of 784 male and female undergraduate students at the Hashemite University in the academic year 2013-2014, who completed both the attachment styles and forgiveness traits scales. Results indicated a moderate prevalence of the forgiveness trait and no significant differences were found due to gender, while significant differences were found due to academic specialization in favor of humanist specializations and academic level in favor of third and fourth academic levels. Results also indicated that the secure attachment style indicated a positive relationship with the forgiveness trait, whereas no significant relationship was found between the anxious or avoidant attachment styles, and the forgiveness trait.

scholarly journals Model of the Relationships between Supervising Working Alliance, Counseling Self-Esteem and Attachment Styles

2019 ◽  
Vol 13 (1) ◽  
pp. 124
Author(s):  
Ahmad Al- Shraifin
Keyword(s):  
Working Alliance ◽  
Attachment Style ◽  
Attachment Styles ◽  
Direct Relationship ◽  
Counseling Students ◽  
Self Esteem ◽  
Secure Attachment ◽  
Avoidant Attachment ◽  
Indirect Relationship ◽  
The Relationship

The study aimed to explore the causal relationships between supervising working alliance, counseling self-esteem and attachment styles through a causal model adopting a path analysis method. The study sample consisted of 289 counseling students at Yarmouk University. Three scales were administered to measure the supervising working alliance, self-esteem and attachment styles.  Results showed a direct relationship between avoidant attachment styles and supervising working alliance, and an indirect relationship with counseling self-esteem. There was a direct relationship between secure attachment style, supervising working alliance and counseling self-esteem; and between supervising working alliance and counseling self-esteem.  In addition, direct and indirect relationships were evident between avoidant attachment style and special relationship domain of supervising working alliance and counseling self-esteem; whereas it affected client focus domain with a direct relationship. Direct relationships also were evident between secure attachment styles, the relationship domain and self-focus domain.  

scholarly journals The Mediating Effects of Attachment Styles on the Relationship between Sensory Processing Styles and Interpersonal Problems in Healthy University Students

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Oan Na Lee ◽  
Gyeong-A Park
Keyword(s):  
University Students ◽  
Sensory Processing ◽  
Attachment Styles ◽  
Interpersonal Problems ◽  
Sensory Profile ◽  
Mediating Effects ◽  
Anxious Attachment ◽  
Processing Styles ◽  
Avoidant Attachment ◽  
The Relationship

Purpose. Difficulties with sensory processing are known to have negative effects on individuals’ attachment styles and the interpersonal domain. We investigated the relationships among sensory processing styles, attachment styles, and interpersonal problems to better understand the role of attachment styles on the relationship between sensory processing styles and interpersonal problems. Participants. One-hundred and eighty-four university students (aged 18-28 years) completed a set of self-reported measures. Methods. Sensory processing styles, attachment styles, and interpersonal problems were assessed with the Adolescent/Adult Sensory Profile, Experiences in Close Relationships-Revised, and Inventory of Interpersonal Problems-Short Circumplex Form, respectively. Results. Low registration (r=0.587, p<0.001) and sensory avoidance (r=0.501, p<0.001) were positively correlated with interpersonal problems. Regression analyses indicated that low registration (β=0.301, p<0.001) and anxious attachment (β=0.640, p<0.001) were predictors of interpersonal problems (R2=0.672, p<0.001), and sensation avoidance (β=0.386, p<0.001) and avoidant attachment (β=0.233, p<0.001) were predictors of interpersonal problems (R2=0.286, p<0.001). Participants with higher levels of low registration reported higher levels of interpersonal problems, and this relationship was partially mediated by anxious attachment. Participants with higher levels of sensory avoidance reported higher levels of interpersonal problems, and this relationship was partially mediated by avoidant attachment. Conclusions. This study clarifies the relationships between sensory processing styles and interpersonal problems and the mediating effects of attachment styles. The results were discussed in light of the related literature.

scholarly journals The role of cognitive schemas in the relationship between attachment style and emotional intelligence

2021 ◽  
Vol 12 (1) ◽  
pp. 54-69
Author(s):  
Elena Morena Scarlat
Keyword(s):  
Emotional Intelligence ◽  
Attachment Style ◽  
Attachment Styles ◽  
Cognitive Schemas ◽  
Secure Attachment ◽  
Anxious Attachment ◽  
Avoidant Attachment ◽  
The Individual ◽  
The Relationship

The current study focuses on the idea that the relationship between attachment styles and emotional intelligence can be influenced by cognitive schemas. It is well known that the first interaction between the child and his mother lays the foundations of attachment. The extent to which it develops guides the individual throughout his life making him responsible for his own actions and decisions. In this way studying the three variables becomes the main objective of the study. The data were collected on an online form, using the snowball method by which subjects were able to share the questionnaire to acquaintances to gather a larger number of people. The study was attended by 281 people aged between 18 to 40 years, M = 21.98, SD = 4.10, of which, 52 were males (18.50%) and 229 females (81.50%), 134 were single (47.69%) and 147 were in a relationship (52.31%), 48 people come from single-parent families (17.08%) and 233 come from two-parent families (82.92%). The results were as expected, secure attachment constitutes a significant positive predictor of emotional intelligence while the anxious attachment was a significant negative predictor of emotional intelligence. The results also showed that avoidant attachment would be a significant positive predictor of emotional intelligence. Following the results it was observed that there is a mediation between cognitive schema and the relationship between attachment styles and emotional intelligence. The secure attachment style was significantly negatively associated with all three types of schemas as expected.

Emotional Intelligence and Attachment in Adulthood: A Meta-analysis

2021 ◽  
Author(s):  
Sarah A Walker ◽  
Kit S Double ◽  
Hannah Kunst ◽  
Michael Zhang ◽  
Carolyn MacCann
Keyword(s):  
Emotional Intelligence ◽  
Attachment Styles ◽  
Rating Scales ◽  
Meta Analysis ◽  
Secure Attachment ◽  
Emotional Experiences ◽  
Anxious Attachment ◽  
Avoidant Attachment ◽  
Causal Direction ◽  
Meta Regression

Attachment styles form during childhood emotional experiences. These experiences may be shaped by emotion-related traits such as how children interpret and regulate their own and others' emotions. These emotion-related traits appear in many emotional intelligence (EI) models, such that EI may relate to attachment styles. We conduct a meta-analysis to estimate the association between EI and attachment styles (26 studies, N = 6914). We include only non-clinical adult samples and validated psychometric assessments. We examine EI type as a moderator, comparing ability EI versus EI rating-scales using subgroups analysis and meta-regression. We find that lower anxious attachment is significantly associated with EI rating-scales (r = −0.25, k = 26) and ability EI (r = −0.16, k = 45), lower avoidant attachment is significantly associated with EI rating-scales (r = −0.36, k = 21) and ability EI (r = −0.21, k = 40), but secure attachment is significantly associated with EI rating-scales only (r = 0.31, k = 30). EI type significantly moderated the EI/avoidant attachment association only (β = −0.14, p = .01). We discuss possible mechanisms by which EI could influence early development of attachment styles (and vice-versa) while acknowledging that the causal direction underlying EI/attachment associations is unclear.

Life satisfaction and its relationship with self-esteem among Najran University students: الرضا عن الحياة لدى طلاب جامعة نجران وعلاقته بتقدير الذات

2021 ◽  
Vol 5 (20) ◽  
pp. 168-155
Author(s):  
Najeh Mohammad Zawahreh Najeh Mohammad Zawahreh
Keyword(s):  
Life Satisfaction ◽  
University Students ◽  
Satisfaction With Life ◽  
Self Esteem ◽  
Validity And Reliability ◽  
Satisfaction Scale ◽  
Degree Of Satisfaction ◽  
Two Measures ◽  
The Relationship ◽  
Life Satisfaction Scale

This study aimed to identifying the degree of life satisfaction, the level of self-esteem and the relationship between them among students of Najran University in KSA the study sample consisted of (639) students, of whom (319) were male and (320) female students. The researcher use previous literature to building two measures, the life satisfaction scale and the self-esteem scale. Validity and reliability of both tools were concluded. the results revealed that the degree of life satisfaction among Najran University students was high, and their level of self-esteem was high, and the results showed a strong, positive and significant correlation between the degree of satisfaction with Life and the level of self-esteem, and indicated that there were no differences in life satisfaction and self-esteem among Najran University students due to the gender variable, or type of college variable.The study recommended measuring students' life satisfaction and self-esteem periodically.

scholarly journals Undergraduate Omani Students’ Identity and Perceptions of Parenting Styles

2016 ◽  
Vol 8 (2) ◽  
pp. 114 ◽  
Author(s):  
Said Aldhafri ◽  
Ibrahim Al-Harthy
Keyword(s):  
Undergraduate Students ◽  
Parenting Styles ◽  
Academic Identity ◽  
Identity Status ◽  
Future Research ◽  
Validity And Reliability ◽  
Identity Statuses ◽  
Reasonable Evidence ◽  
Explained Variance ◽  
The Relationship

<p>The current study examined the relationship between university students’ academic identity and their perceptions of their parents’ parenting styles among a sample of Omani students. Marcia’s (1993) academic identity statuses are adapted. These are moratorium, foreclosed, diffuse, and achievement. Parenting styles included authoritative, authoritarian, and permissive. The participants were 192 undergraduate students from Oman. The participants responded to Arabic versions of the Academic Identity Status (Was &amp; Isaacson, 2008) and the Parenting Authority Questionnaire (Buri, 1991). Both questionnaires showed reasonable evidence of validity and reliability. The findings show that parenting styles varied in their relationship with the four statuses of students’ academic identity. Using the three parenting styles as predictors in the regression models, the lowest percentage of explained variance among identity dimensions was found for moratorium, while the highest explained variance was found for diffusion. Implications and future research are discussed and presented by the end of the paper.</p>

scholarly journals Relações com o saber, com o ensinar e com a aprendizagem em um projeto de formação inicial de professores de matemática no Brasil Relations with the knowledge, teaching and learning in a initial training Project of mathematic teachers in Brazil

2017 ◽  
Vol 19 (2) ◽  
Author(s):  
Diego Fogaça Carvalho ◽  
Marinez Meneghello Passos ◽  
Sergio De Mello Arruda ◽  
Angela Marta Pereira das Dores Savioli
Keyword(s):  
Elementary School ◽  
University Students ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
Analytical Instrument ◽  
Initial Training ◽  
School Students ◽  
Training Project ◽  
The University ◽  
The Relationship

ResumoNeste artigo analisamos as relações com o saber, com o ensinar e com o aprender em atividades desenvolvidas em um subprojeto de Matemática no Programa Institucional de Bolsas de Iniciação à Docência (PIBID). Os dados consistiram no registro das ações realizadas em sala de aula por um supervisor (professor), seis estudantes da licenciatura em Matemática e alunos do Ensino Fundamental de uma escola pública do estado do Paraná, Brasil. Para a interpretação dos dados foi utilizado um instrumento que possibilita evidenciar as relações com o saber na sala de aula denominado Matriz 3x3. As análises revelaram implicações da ação do supervisor na ação tanto dos estudantes universitários quanto dos alunos da escola e, consequentemente, nas relações que estes estabeleceram com o saber, o ensinar e o aprender.AbstractIn this article we analyze the relationship with knowledge, with teaching and with learning in activities developed in a subproject of Mathematics in the Institutional Program of Initiation to Teaching (PIBID). The data consisted of the registration of actions carried out in the classroom by a supervisor (teacher), six undergraduate students in Mathematics and students of the Elementary School of a public school in the state of Paraná, Brazil. For the interpretation of the data we used an analytical instrument called Matrix 3x3. The analyses revealed the implications of the supervisor's action on the actions of the university students and of the school students and consequently on the relationships they established with knowledge, teaching and learning.

Helicopter parenting and female university students’ anxiety: does parents’ gender matter?

2020 ◽  
Vol 9 (3) ◽  
pp. 417-430
Author(s):  
Hayley Love ◽  
Ming Cui ◽  
Jeffery W. Allen ◽  
Frank D. Fincham ◽  
Ross W. May
Keyword(s):  
University Students ◽  
Undergraduate Students ◽  
Self Efficacy ◽  
Structural Equation ◽  
Anxiety Symptoms ◽  
Mediation Effect ◽  
Helicopter Parenting ◽  
Mediating Effects ◽  
The Relationship ◽  
Gender Specific

This study examined two potential mechanisms, competence and self-efficacy, that might account for the relationship between helicopter parenting and anxiety symptoms among female university students, and whether any mediating effects differed by parent gender. Structural equation modelling of data collected from 473 undergraduate students showed that both competence and self-efficacy mediated the association between paternal helicopter parenting and female university students’ anxiety symptoms. No mediation effect was found for maternal helicopter parenting. A comparison between paternal and maternal effects revealed that they differed significantly from each other. Specifically, associations between helicopter parenting and female university students’ competence and self-efficacy were much stronger for fathers than for mothers. Implications of the gender-specific findings are discussed in this article, and their importance for prevention and intervention are highlighted.

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