Volume 24, Issue 6 (9-2025)
TB 2025, 24(6): 113-128 |
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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
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The Role of Parent and Peer Attachment in Teacher-Student Interaction Mediated by Difficulty in Emotion Regulation
Fatemeh Jandaghi Ardakani(M.A.)¹, Kazem Barzegar Bafrouei(Ph.D.)², Hossain Hassani(Ph.D.) ³, Beita sadat Dehghani(M.A.)4
1.M.A. in Educational Psychology, Yazd University, Yazd, Iran.
2.Corresponding Author: Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran. Email:k.barzegar@yazd.ac.ir Tel: 09132733908
3.Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran.
4.M.A. Student in Educational Psychology, Yazd University, Yazd, Iran.
Abstract
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.
Keywords: Emotion Regulation, Parental Attachment, Peer Attachment, Teacher-Student Interaction
Conflict of interest: The authors declared no conflict of interest.
References
1-Sánchez PA, Reyes FT, Varela JJ & et al. Association of adolescent dating violence as victim or perpetrator with childhood maltreatment. Rev Médica Chile. 2022;150(7):903–11.
2-Perica MI, Luna B. Impact of stress on excitatory and inhibitory markers of adolescent cognitive critical period plasticity. Neurosci Biobehav Rev. 2023;153:105378.
3-Lo Presti V. The social impact of distance learning in Roman schools: “Success,” social innovation, teaching practices. Front Sociol. 2023;8:1141435.
4-Hasty LM, Quintero M, Li T & et al. The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement. J Sch Psychol. 2023;100:101242.
5-Asscheman JS, Zanolie K, Bexkens A & et al. Mood Variability Among Early Adolescents in Times of Social Constraints: A Daily Diary Study During the COVID-19 Pandemic. Front Psychol. 2021.24;12:722494.
6-De Gregorio A, Vistocco D, Dellagiulia A. Attachment to Peers and Parents in Italian Catholic Seminarians: Associations with Identity and Well-Being. J Relig Health. 2023 Apr;62(2):1114–35.
7-Ainsworth MDS. The Bowlby-Ainsworth attachment theory. Behav Brain Sci. 2010/02/04 ed. 1978;1(3):436–8.
8-Lv Y, Gao Y, Tang B & et al. The impact of school life and family involvement on Western China junior high school students’ wellbeing at multidimensional levels. Arch Public Health. 2022 Dec;80(1):106.
9-Neuhaus R, McCormick M, O’Connor E. The mediating role of child-teacher dependency in the association between early mother-child attachment and behavior problems in middle childhood. Attach Hum Dev. 2021 Sept 3;23(5):523–39.
10-Parada‐Fernández P, Herrero‐Fernández D, Oliva‐Macías M & et al. Analysis of the mediating effect of mentalization on the relationship between attachment styles and emotion dysregulation. Scand J Psychol. 2021;62(3):312–20.
11-Boker Segal N, Hu D, Ginosar Yaari S & et al. Knowing me, knowing you: Are people good at regulating their emotions good at regulating another’s emotions? Emotion. 2024;24(5):1137–48.
12-Ilen L, Feller C, Schneider M. Cognitive emotion regulation difficulties increase affective reactivity to daily-life stress in autistic adolescents and young adults. Autism. 2024;28(7):1703–18.
13-Obeldobel CA, Brumariu LE, Kerns KA. Parent–Child Attachment and Dynamic Emotion Regulation: A Systematic Review. Emot Rev. 2023;15(1):28–44.
14-Afshari A. Prediction of Mothers’ Difficulties in Emotion Regulation via Their Attachment Styles in Tehran City’s Suburb. Soc Psychol Res. 2020;10(38):117–34.[Persian]
15-Jandaghi Ardakani F, Barzegar Bafrooei K, Hassani H. The role of parent and peer attachment in academic optimism with the mediation of difficulty in emotion regulation. Journal of Educational Psychology Studies, 2025; 22(58): 106-74.
16-De Neve D, Bronstein MV, Leroy A & et al. Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers. Journal of youth and adolescence. 2023; 52(2):273–86.
17-Mohammadi Bolbanabad S, taghinejad N, Amir Fakhraei A. The Relationship Between Teacher-Student Interaction and Anxiety in Students: Mediating Role of Emotion Regulation. Research in School and Virtual Learning, 2025; 13(1): 35-44.
18-Valiente C, Swanson J, DeLay D & et al. Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context. Dev Psychol. 2020 Mar;56(3):578–94.
19-Haji Vosoogh N S, Tavakolizadeh J, Pakdaman M. Structural Modeling of the Role of Attachment Styles on Students’ Academic Motivation Mediated by Academic Self-efficacy. J Research Health 2022; 12 (4) :261-270.
20-Anvari F, Mikaeli manee F. Developing a Causal model of Subjective Well being Based on Academic Resilience and Mediating Roles of Teacher- Student Relationship, Emotional Adjustment and School Climate. Res Sch Virtual Learn. 2021;9(1):9–26.[Persian]
21-Ariapooran S, Eatemadizadeh HA. The relationship between classroom management based on social-emotional learning and teacher–student interaction with the emotional literacy of elementary school students. Teaching. 2020 Mar 20;8(1):79–59.[Persian]
22-Aditama MHR, Atmoko A, Muslihati M & et al. Geopsychiatric students well-being: the role of student–teacher relationships and school bonding in conflict-affected Indonesian regions. Geopsychiatry. 2026;3:100061.
23-Armsden GC, Greenberg MT. The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence. J Youth Adolesc. 1987;16(5):427–54.
24-Ghorbani F. Predicting Attachment to God through Attachment Styles and Perceived Parenting Styles in Female Adolescents Aged 16–18 [Master’s thesis]. [Shahroud, Iran]: Islamic Azad University, Shahroud Branch; 2016.[Persian]
25-Bjureberg J, Ljótsson B, Tull MT & et al. Development and Validation of a Brief Version of the Difficulties in Emotion Regulation Scale: The DERS-16. J Psychopathol Behav Assess. 2016;38(2):284–96.
26-Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. J Psychopathol Behav Assess. 2004;26:41–54.
27-Fallahi V, Narimani M, Atadokht A. Psychometric Properties of the Difficulties in Emotion Regulation Scale Brief Form (Ders-16): in Group of Iranian Adolescents. JSSU. 2021 Aug 15;29(5):3721–35.[Persian]
28-Wubbels T, Creton H, Levy J & et al. The model for interpersonal behaviour. In: Do you know what you look like? Interpersonal relations in education. T. Wubbels; J. Levy. London: The Falmer Press; 1993
29-Khoshbakht F. The effects of school, classroom, and student characteristics on explaining mathematics performance and attitudes toward education in elementary schools: empirical evidence for the “educational effectiveness” model [PhD dissertation]. [Shiraz]: Shiraz University; 2008.[Persian]
30-Fu W, Liang J, Wang L & et al. Teacher-student interaction in a special school for students with developmental disabilities in Chinese context. Int J Dev Disabil. 2022 Mar 16;68(2):168–81.
Fatemeh Jandaghi Ardakani(M.A.)¹, Kazem Barzegar Bafrouei(Ph.D.)², Hossain Hassani(Ph.D.) ³, Beita sadat Dehghani(M.A.)4
1.M.A. in Educational Psychology, Yazd University, Yazd, Iran.
2.Corresponding Author: Associate Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran. Email:k.barzegar@yazd.ac.ir Tel: 09132733908
3.Assistant Professor, Department of Psychology and Educational Sciences, Yazd University, Yazd, Iran.
4.M.A. Student in Educational Psychology, Yazd University, Yazd, Iran.
Abstract
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 (
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.
Keywords: Emotion Regulation, Parental Attachment, Peer Attachment, Teacher-Student Interaction
Conflict of interest: The authors declared no conflict of interest.
References
1-Sánchez PA, Reyes FT, Varela JJ & et al. Association of adolescent dating violence as victim or perpetrator with childhood maltreatment. Rev Médica Chile. 2022;150(7):903–11.
2-Perica MI, Luna B. Impact of stress on excitatory and inhibitory markers of adolescent cognitive critical period plasticity. Neurosci Biobehav Rev. 2023;153:105378.
3-Lo Presti V. The social impact of distance learning in Roman schools: “Success,” social innovation, teaching practices. Front Sociol. 2023;8:1141435.
4-Hasty LM, Quintero M, Li T & et al. The longitudinal associations among student externalizing behaviors, teacher-student relationships, and classroom engagement. J Sch Psychol. 2023;100:101242.
5-Asscheman JS, Zanolie K, Bexkens A & et al. Mood Variability Among Early Adolescents in Times of Social Constraints: A Daily Diary Study During the COVID-19 Pandemic. Front Psychol. 2021.24;12:722494.
6-De Gregorio A, Vistocco D, Dellagiulia A. Attachment to Peers and Parents in Italian Catholic Seminarians: Associations with Identity and Well-Being. J Relig Health. 2023 Apr;62(2):1114–35.
7-Ainsworth MDS. The Bowlby-Ainsworth attachment theory. Behav Brain Sci. 2010/02/04 ed. 1978;1(3):436–8.
8-Lv Y, Gao Y, Tang B & et al. The impact of school life and family involvement on Western China junior high school students’ wellbeing at multidimensional levels. Arch Public Health. 2022 Dec;80(1):106.
9-Neuhaus R, McCormick M, O’Connor E. The mediating role of child-teacher dependency in the association between early mother-child attachment and behavior problems in middle childhood. Attach Hum Dev. 2021 Sept 3;23(5):523–39.
10-Parada‐Fernández P, Herrero‐Fernández D, Oliva‐Macías M & et al. Analysis of the mediating effect of mentalization on the relationship between attachment styles and emotion dysregulation. Scand J Psychol. 2021;62(3):312–20.
11-Boker Segal N, Hu D, Ginosar Yaari S & et al. Knowing me, knowing you: Are people good at regulating their emotions good at regulating another’s emotions? Emotion. 2024;24(5):1137–48.
12-Ilen L, Feller C, Schneider M. Cognitive emotion regulation difficulties increase affective reactivity to daily-life stress in autistic adolescents and young adults. Autism. 2024;28(7):1703–18.
13-Obeldobel CA, Brumariu LE, Kerns KA. Parent–Child Attachment and Dynamic Emotion Regulation: A Systematic Review. Emot Rev. 2023;15(1):28–44.
14-Afshari A. Prediction of Mothers’ Difficulties in Emotion Regulation via Their Attachment Styles in Tehran City’s Suburb. Soc Psychol Res. 2020;10(38):117–34.[Persian]
15-Jandaghi Ardakani F, Barzegar Bafrooei K, Hassani H. The role of parent and peer attachment in academic optimism with the mediation of difficulty in emotion regulation. Journal of Educational Psychology Studies, 2025; 22(58): 106-74.
16-De Neve D, Bronstein MV, Leroy A & et al. Emotion Regulation in the Classroom: A Network Approach to Model Relations among Emotion Regulation Difficulties, Engagement to Learn, and Relationships with Peers and Teachers. Journal of youth and adolescence. 2023; 52(2):273–86.
17-Mohammadi Bolbanabad S, taghinejad N, Amir Fakhraei A. The Relationship Between Teacher-Student Interaction and Anxiety in Students: Mediating Role of Emotion Regulation. Research in School and Virtual Learning, 2025; 13(1): 35-44.
18-Valiente C, Swanson J, DeLay D & et al. Emotion-related socialization in the classroom: Considering the roles of teachers, peers, and the classroom context. Dev Psychol. 2020 Mar;56(3):578–94.
19-Haji Vosoogh N S, Tavakolizadeh J, Pakdaman M. Structural Modeling of the Role of Attachment Styles on Students’ Academic Motivation Mediated by Academic Self-efficacy. J Research Health 2022; 12 (4) :261-270.
20-Anvari F, Mikaeli manee F. Developing a Causal model of Subjective Well being Based on Academic Resilience and Mediating Roles of Teacher- Student Relationship, Emotional Adjustment and School Climate. Res Sch Virtual Learn. 2021;9(1):9–26.[Persian]
21-Ariapooran S, Eatemadizadeh HA. The relationship between classroom management based on social-emotional learning and teacher–student interaction with the emotional literacy of elementary school students. Teaching. 2020 Mar 20;8(1):79–59.[Persian]
22-Aditama MHR, Atmoko A, Muslihati M & et al. Geopsychiatric students well-being: the role of student–teacher relationships and school bonding in conflict-affected Indonesian regions. Geopsychiatry. 2026;3:100061.
23-Armsden GC, Greenberg MT. The inventory of parent and peer attachment: Individual differences and their relationship to psychological well-being in adolescence. J Youth Adolesc. 1987;16(5):427–54.
24-Ghorbani F. Predicting Attachment to God through Attachment Styles and Perceived Parenting Styles in Female Adolescents Aged 16–18 [Master’s thesis]. [Shahroud, Iran]: Islamic Azad University, Shahroud Branch; 2016.[Persian]
25-Bjureberg J, Ljótsson B, Tull MT & et al. Development and Validation of a Brief Version of the Difficulties in Emotion Regulation Scale: The DERS-16. J Psychopathol Behav Assess. 2016;38(2):284–96.
26-Gratz KL, Roemer L. Multidimensional assessment of emotion regulation and dysregulation: Development, factor structure, and initial validation of the Difficulties in Emotion Regulation Scale. J Psychopathol Behav Assess. 2004;26:41–54.
27-Fallahi V, Narimani M, Atadokht A. Psychometric Properties of the Difficulties in Emotion Regulation Scale Brief Form (Ders-16): in Group of Iranian Adolescents. JSSU. 2021 Aug 15;29(5):3721–35.[Persian]
28-Wubbels T, Creton H, Levy J & et al. The model for interpersonal behaviour. In: Do you know what you look like? Interpersonal relations in education. T. Wubbels; J. Levy. London: The Falmer Press; 1993
29-Khoshbakht F. The effects of school, classroom, and student characteristics on explaining mathematics performance and attitudes toward education in elementary schools: empirical evidence for the “educational effectiveness” model [PhD dissertation]. [Shiraz]: Shiraz University; 2008.[Persian]
30-Fu W, Liang J, Wang L & et al. Teacher-student interaction in a special school for students with developmental disabilities in Chinese context. Int J Dev Disabil. 2022 Mar 16;68(2):168–81.
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
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