This study explored attachment-related responses and self-reported relationship experiences among adults. A quantitative, cross-sectional survey was conducted using an online questionnaire; the supplied response file contained 57 records. The questionnaire included demographic questions, 12 attachment-related statements, six relationship-experience statements, and an optional open-ended question about healthy relationships. Descriptive statistics were calculated. For exploratory analysis, four items concerning fear of rejection and reassurance were averaged into an anxiety-related index, and four items concerning emotional disclosure, closeness, and independence were averaged into an avoidance-related index. These researcher-created indices are not validated psychological scales. Spearman rank correlations were used to examine associations with relationship-experience ratings. The six-item relationship-experience composite had a mean of 3.65 on a 1-5 scale. The anxiety-related index was positively associated with the composite (ρ = .315, p = .017), as was the avoidance-related index (ρ = .430, p = .001), contrary to the initially anticipated negative direction. Since the items were not validated, no reverse-scoring was applied, and the sample was a convenience sample with uneven demographic representation, these findings must be interpreted cautiously. They do not establish causation or justify classifying individuals by attachment style.
This study examined the influence of attachment style on fear of intimacy among emerging adults aged 18–25 years. A quantitative approach involved 152 participants who were currently or had previously been in romantic relationships, recruited through convenience sampling. Data were collected using the Experiences in Close Relationships–Revised (ECR-R) and Fear of Intimacy Scale (FIS). Linear regression analysis showed that insecure attachment significantly predicted fear of intimacy (β = 0.570, p < .001). Both attachment avoidance (β = 0.432, p < .001) and attachment anxiety (β = 0.368, p < .001) were significant predictors, with avoidance showing a stronger association. These findings suggest that discomfort with emotional closeness and anxiety in romantic relationships are associated with greater fear of intimacy. The results highlight the potential value of psychological interventions that support emerging adults in developing safer and healthier romantic relationships.
Background. Emotional adversities and social context may influence romantic relationships and psychological well-being, especially within the LGBTQ+ community. However, the present study does not directly measure stigmatization. Aim. The study aimed to evaluate the interplay between attachment styles, relationship satisfaction, and psychological well-being, while considering the distinctions between LGBTQ+ individuals and their heterosexual counterparts. Methods. A quantitative correlational methodology was employed for the study, utilizing a stratified sample of 100 participants: 40 LGBTQ+ individuals and 60 heterosexuals. Standardized instruments were utilized to assess attachment styles, relationship satisfaction, and psychological well-being (ECR-S, RSI, PWB). Statistical processing included MANOVA, correlation and regression analysis. Results. The findings revealed significant disparities in the distribution of attachment styles between groups. The LGBTQ+ group showed higher rates of anxious attachment (35% vs. 23%; p=0.046) compared to the heterosexual group. Secure attachment was positively correlated with both relationship satisfaction (r=0.72) and well-being (r=0.65), whereas avoidant and anxious-avoidant styles exerted a detrimental effect on these indicators. Discussion. The obtained results underscore the critical importance of secure attachment in fostering emotional stability and harmony within relationships. This is kept but moved slightly later and presented as a cautious interpretation, not a finding. Conclusion. The study emphasizes the significance of cultivating a secure attachment style by ensuring emotional safety and adaptive strategies in relationships. The findings contribute to the enhancement of psychological support programs aimed at enhancing relationship quality and well-being across diverse social groups.
This article is a direct continuation of a previous paper that presented the growing problem of emotional dysregulation among students in Israel, exacerbated by the COVID-19 pandemic and the ongoing war following October 7, 2023. While the previous article described the scope of the problem and the existing knowledge gap, this article proposes a theoretical framework for understanding a mechanism that may help address it: secure attachment between teacher and student. Drawing on Bowlby's (1969, 1980) attachment theory and Ainsworth et al.'s (1978) work, the article examines how teacher-student relationships characterized by warmth, sensitivity, and trust, known as a 'secure base', contribute to emotional regulation, academic achievement, and students' psychological well-being. Special attention is given to the rehabilitative potential of such relationships as a corrective factor for children with insecure attachment histories, and to the role of teachers as protective figures during the ongoing Israeli security crisis. The review highlights consistent findings in the international literature, alongside a substantial research gap in the Israeli context: no systematic study has been conducted in Israel examining the relationship between attachment style (secure vs. insecure) between teacher and student and emotional regulation capacities among elementary school students.
این مقاله ادامه مستقیم مقالهای پیشین است که به مسئله رو به رشد اختلال در تنظیم هیجانی در میان دانشآموزان در اسرائیل میپرداخت؛ مسئلهای که با همهگیری کووید-۱۹ و جنگ جاری پس از ۷ اکتبر ۲۰۲۳ تشدید شده است. در حالی که مقاله قبلی به توصیف ابعاد این مشکل و شکاف دانشی موجود اختصاص یافته بود، مقاله حاضر چارچوبی نظری برای درک سازوکاری که میتواند به حل این مسئله کمک کند، ارائه میدهد: دلبستگی ایمن میان معلم و دانشآموز. با استناد به نظریه دلبستگی Bowlby (۱۹۶۹، ۱۹۸۰) و آثار Ainsworth و همکاران (۱۹۷۸)، این مقاله بررسی میکند که چگونه روابط معلمـدانشآموز مبتنی بر گرمی، حساسیت و اعتماد که به عنوان «پایگاه ایمن» شناخته میشود، به تنظیم هیجانی، موفقیت تحصیلی و بهزیستی روانشناختی دانشآموزان کمک میکند. توجه ویژهای به ظرفیت بازتوانی چنین روابطی به عنوان عاملی اصلاحگر برای کودکانی با پیشینه دلبستگی ناایمن و همچنین نقش معلمان به عنوان چهرههای حمایتی در بحران امنیتی جاری اسرائیل معطوف شده است. این مرور، یافتههای همسو در ادبیات بینالمللی را برجسته میکند و در عین حال به شکاف قابل توجه پژوهشی در زمینه اسرائیل اشاره دارد: تاکنون هیچ مطالعه نظاممندی در اسرائیل درباره رابطه سبک دلبستگی (ایمن در برابر ناایمن) میان معلم و دانشآموز و ظرفیتهای تنظیم هیجانی در میان دانشآموزان دبستانی انجام نشده است.
This study aimed to examine the relationship between post-traumatic stress disorder (PTSD) and attachment styles among older adults exposed to traumatic events. A descriptive–correlational design was employed using a stratified random sample of 534 participants from Irbid Governorate, Jordan. The study makes three key contributions to the literature by addressing the underrepresentation of elderly populations in trauma research, particularly within non-Western and Arab contexts. Data were collected using validated measures of PTSD and attachment styles. The findings indicated that PTSD symptoms and attachment styles were present at moderate levels. Anxious attachment was the most prevalent style, followed by avoidant and secure attachment. Correlation analysis revealed that secure attachment was negatively associated with PTSD, whereas anxious and avoidant attachment styles showed significant positive associations with PTSD symptoms. These findings highlight the dual role of attachment styles as both protective and risk factors in trauma-related outcomes. The results underscore the importance of developing culturally sensitive interventions that enhance secure attachment, strengthen social support, and improve emotional regulation among older adults. The study provides valuable cross-cultural evidence that contributes to the global understanding of PTSD and attachment processes in later life
هدف این پژوهش بررسی رابطه بین اختلال استرس پس از سانحه (PTSD) و سبکهای دلبستگی در سالمندانی بود که در معرض رویدادهای آسیبزا قرار گرفتهاند. این مطالعه با طرح توصیفی-همبستگی و با استفاده از نمونهگیری تصادفی طبقهای بر روی ۵۳۴ شرکتکننده از استان اربد، اردن انجام شد. پژوهش حاضر سه سهم کلیدی در ادبیات علمی دارد: پرداختن به کمنمایی جمعیت سالمندان در پژوهشهای تروما، بهویژه در زمینههای غیرغربی و عربی. دادهها با استفاده از ابزارهای معتبر سنجش PTSD و سبکهای دلبستگی گردآوری شد. یافتهها نشان داد که علائم PTSD و سبکهای دلبستگی در سطح متوسطی قرار دارند. سبک دلبستگی اضطرابی شایعترین سبک بود و پس از آن سبک اجتنابی و سبک ایمن قرار داشتند. تحلیل همبستگی نشان داد که دلبستگی ایمن با PTSD رابطه منفی دارد، در حالی که سبکهای دلبستگی اضطرابی و اجتنابی با علائم PTSD ارتباط مثبت معناداری نشان دادند. این یافتهها نقش دوگانه سبکهای دلبستگی را بهعنوان عوامل محافظتی و خطر در پیامدهای مرتبط با تروما برجسته میکند. نتایج بر اهمیت توسعه مداخلات حساس به فرهنگ که دلبستگی ایمن را تقویت میکند، حمایت اجتماعی را افزایش میدهد و تنظیم هیجانی را در سالمندان بهبود میبخشد، تأکید دارد. این پژوهش شواهد ارزشمند بینفرهنگی ارائه میدهد که به درک جهانی فرآیندهای PTSD و دلبستگی در دوران سالمندی کمک میکند.
