Volume 4, Issue 2 (June 2022)
IEEPJ 2022, 4(2): 290-299 |
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1- Department of Educational Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht.
2- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht. , m_khayyer@yahoo.com
3- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht.
2- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht. , m_khayyer@yahoo.com
3- Department of Psychology, Marvdasht Branch, Islamic Azad University, Marvdasht.
Abstract: (1418 Views)
This study aimed to examine the relationships between attachment styles and academic resilience dimensions in students mediated by identity styles. The statistical population of this study was all high school students in Marvdasht (Iran) in 2020. Multi-stage cluster random sampling method was used to select the sample. In this way, 3 girls and 3 boys schools were selected from Marvdasht high schools and then 3 classes were randomly selected from each school. All students in the selected classes (356) completed the questionnaires. The Samuels Academic Resilience Inventory (ARI), Collins Revised Adult Attachment Scale, and Berzonsky Identity Style Inventory were used to collect data. Structural equation modeling was used to test the research hypotheses. According to the results, the tested model had good fit indices. Also, results indicated that attachment styles are related to academic resilience both directly and through identity styles. Overall, the results confirm the role of attachment styles and identity styles in dealing with academic and emotional challenges in school and provide the insight needed to create academic resilience in learners for school counselors.
Type of Study: Original |
Subject:
Educational Psychology
Received: 2021/05/15 | Accepted: 2021/05/28 | Published: 2022/06/1
Received: 2021/05/15 | Accepted: 2021/05/28 | Published: 2022/06/1
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