تاثير گروه درماني با رويكرد شناختي رفتاري بر مردان وابسته به مواد افيوني با همبودي اختلال افسردگي اساسي

On the relationship between parents* attachment styles and students* social, behavioral, and emotional adjustments in non-local freshmen university students

Introduction: Purpose of this study was to investigate the relationship between father and mother attachment styles with social competence and social emotional adjustment in samples of non-local freshmen university students in Tabriz University, western part of Iran. Materials and Methods: In this descriptive, cross-sectional study, subjects were chosen among the freshmen students of Tabriz University. Inventory of Parent and Peer Attachment (IPPA), Reynolds Adolescent Adjustment Inventory (RAAI) and Inventory Competence Questionnaire- Revised (ICQ-R) were filled out by 182 students (91 men and 91 women). The collected data were analyzed using multiple- regression. Results: The results show that there is a positive meaningful relationship between parentsʹ positive attachment styles (trust and communication) and socio-emotional adjustment (JP<0/001). However, there is a negative significant relationship between parentsʹ negative attachment styles (emotional alienation) and social-emotional adjustment. Also, positive meaningful relationship between parentsʹ positive attachments styles with studentsʹ social competence were found (^<0/001). Based on results of this research, we found that among predictive variables, motherʹs emotional alienation and fatherʹs trust are best indicators for changes related to studentsʹ socio-emotional adjustment (P<0/001). Furthermore, component of motherʹs trust only can be explained 11 percents of variation of social competence (P<0/001). Conclusion: Parental attachment styles play an important role in different adjustment domains (social, behavioral and emotional) and social competence in university students.