Mrs Farahdokht Chini, Mr Ramin Tabarraie, Mr Hassan Mirzahosseini,
Volume 1, Issue 68 (4-2022)
Abstract
The current research was conducted with the aim of the effect of attachment style on emotionregulation with the mediating role of identity style.Theresearch method was descriptive andstructural equation analysis.The statistical population of the research was all second year highschool studentsof Kashan city in the academic year of 1400-1401, of which 500 peoplewereselected by random cluster method. Data were collected based on three questionnaires: Gross&Jan(2003)Emotional Regulation Inventory,IdentityStyle Scale (6G-ISI) and Collins andReid(1990)Attachment Style Questionnaire. The data are obtained by structural equation modelingand using Laserl8.8and26spss software. analyzed. Based on the results, secure attachmentstyle at a significance level of0.01,avoidant attachment style at a significance level of0.05,and ambivalent attachment style at a significance level of 0.01directly predicted emotionregulation.Among the three attachments, secure attachment style predicted emotion regulationat a significant level of0.01,with the mediation of identity styles. Informational identity styleat a significance level of0.01,confused identity style at a significance level of 0.05 directlypredicted emotion regulation.Among the three attachments,only the secure attachment style ata significance levelof0.01had a significant role in predicting the normative identity style.According to the results of this study,emotion regulation is one of the most important constructs of educational psychologyand an important factor in determining mental health andsuccessful performance.Itis in education that the factors affecting emotion regulation and itsantecedents should be identified.Planning for training and holding educational workshops inthis field in schools is suggested for students.
