Document Type : Research Article
Authors
1 Clinical Psychology, Department of Psychology, Shiraz Branch, Islamic Azad University, Shiraz, Fars, Iran
2 Department of Psychology, Firoozabad Branch, Islamic Azad University, Firoozabad, Fars, Iran
Abstract
Background: People with depression often experience intense emotions and struggle to regulate them. This condition can lead to confusing emotional experiences and unsuccessful attempts to manage and understand emotions. Therefore, the study aimed to investigate the level of emotional distress based on attachment styles and emotional schemas in female students with depression symptoms.
Methods: This was a cross-sectional study; the target population were female undergraduate students at Shiraz Islamic Azad University, Shiraz, Iran who exhibited symptoms of depression in the year 2023. 120 participants were selected using convenience sampling method. The Beck Depression Inventory Second Edition (BDI-II), the Kessler Emotional Distress Scale (K10), the Collins and Read Revised Adult Attachment Scale (RAAS), and the Leahy’s Emotional Schema Scale were given to the participants. The data were analyzed by multiple linear regression using SPSS version 28.
Results: The results indicated a significant correlation between all attachment styles and emotional distress (P<0.05). Among the attachment styles, anxious attachment showed the strongest correlation with emotional distress (r=0.52, P<0.001), followed by secure attachment (r=-0.44, P<0.001) and avoidant attachment (r=0.37, P<0.001). Analysis of the Regression indicated that noncompromising schemas had the strongest association with emotional distress (β=0.43, P<0.001), followed by anxious attachment (β=0.28, P=0.001) and secure attachment (β=-0.28, P<0.001).
Conclusion: Various attachment styles, such as secure, avoidant, and anxious, along with emotional schemas, are linked to emotional distress. The strength of these correlations shows that maladaptive schemas are most strongly associated with emotional distress. Interventions should be provided to address negative core schemas and interpersonal sensitivity in students with attachment/ anxiety issues. Individuals need to recognize maladaptive attachment styles and early schemas for healthy relationships.
Highlights
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Keywords
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