Volume 24, Issue 6 (9-2025)
TB 2025, 24(6): 113-128 |
Back to browse issues page
Ethics code: IR.YAZD.REC.1403.063
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Jandaghi Ardakani F, Barzegar Bafrouei K, Hassani H, Dehghani B S. The Role of Parent and Peer Attachment in Teacher-Student Interaction Mediated by Difficulty in Emotion Regulation. TB 2025; 24 (6) :113-128
URL: http://tbj.ssu.ac.ir/article-1-3846-en.html
URL: http://tbj.ssu.ac.ir/article-1-3846-en.html
Yazd University , k.barzegar@yazd.ac.ir
Abstract: (6 Views)
Introduction: The complexities concerning the impact of interpersonal relationships on academic advancement and success have continuously captivated researchers. Therefore, the current study aims to explore the role of parental and peer attachment in teacher-student interaction, mediated by difficulties in emotion regulation.
Methods: The research employed a correlational method of structural equation modeling. The study population comprised all second-cycle secondary school students in Ardakan city during the academic year 2023-2024, totaling 3,510 students. A random cluster sampling method was utilized to select 351 students. The research instruments included the Inventory of Parent and Peer Attachment (IPPA), the Difficulties in Emotion Regulation Scale (DERS), and the Teacher-Student Interaction Scale (TSIWS). Data were analyzed using SPSS26 and AMOS20 software, employing Pearson correlation coefficient and bootstrapping methods.
Results: The results of structural equation modeling showed that attachment to parents had a significant negative effect on difficulties in emotion regulation (β =-0/43 β =0/11 β =-0/39 =0/17
Conclusion: The findings indicate that attachment to parents can contribute to improved student–teacher interaction by reducing difficulties in emotion regulation. In addition, attachment to peers is also associated with more positive interaction with teachers.
Methods: The research employed a correlational method of structural equation modeling. The study population comprised all second-cycle secondary school students in Ardakan city during the academic year 2023-2024, totaling 3,510 students. A random cluster sampling method was utilized to select 351 students. The research instruments included the Inventory of Parent and Peer Attachment (IPPA), the Difficulties in Emotion Regulation Scale (DERS), and the Teacher-Student Interaction Scale (TSIWS). Data were analyzed using SPSS26 and AMOS20 software, employing Pearson correlation coefficient and bootstrapping methods.
Results: The results of structural equation modeling showed that attachment to parents had a significant negative effect on difficulties in emotion regulation (
Conclusion: The findings indicate that attachment to parents can contribute to improved student–teacher interaction by reducing difficulties in emotion regulation. In addition, attachment to peers is also associated with more positive interaction with teachers.
Type of Study: Research |
Subject:
Psychology
Received: 2025/11/15 | Accepted: 2025/12/2 | Published: 2025/09/1
Received: 2025/11/15 | Accepted: 2025/12/2 | Published: 2025/09/1
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |