Modeling Structural Equations of Relationships between Attachment Styles and Self-Differentiation with Academic Performance of University Students with the Mediating Role of Health Promoting Lifestyle

Vafa   Mostafa; Hajar  Falahzadeh; Sorur  Ahmadi; Omid  Hamidi

doi:10.18502/qjcr.v20i79.7344

Vafa Mostafa M.Sc. in Family Counseling, counseling Group, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
Hajar Falahzadeh Assistant Professor, Department of Clinical Psychology and Health, Faculty of Psychology and Educational Sciences, Shahid Beheshti University, Tehran, Iran.
Sorur Ahmadi M.Sc. in Counseling, Department of Counseling, Faculty of Humanities and Social Sciences, University of Kurdistan, Sanandaj, Iran
Omid Hamidi Ph.D. of counseling, counseling Group, Faculty of Psychology and Educational Sciences, Shahid Chamran university, Ahvaz, Iran.

DOI: https://doi.org/10.18502/qjcr.v20i79.7344

Keywords: Attachment styles, self-differentiation, health promoting lifestyle, academic performance, students

Abstract

Aim: The aim of this study was to test the structural equation model of relationships between attachment styles and self-differentiation with academic performance of university students with the mediating role of health-promoting lifestyle.

Methods: The method of this research was descriptive and correlation type. The statistical population consisted of all undergraduate students of Shahid Beheshti University (1554 people) in the academic year of 2018-2019. The sample size was estimated to be 308 based on Cochran formula. Eventually 305 questionnaires were finalized. Research tools included the Self-Distinction Questionnaire (Skowron & Schmitt, 2003), the Adults Attachment Inventory (AAI) (Hazen and Shaver, 1987), the Health Promoting Lifestyle Profile (Walker, Sichrist & Pender, 1995) and the Educational Performance Test (Pham and Taylor, 1999) were used and data were analyzed by descriptive and inferential statistical methods (Pearson correlation, path analysis and structural equation modeling) using SPSS 23 and AMOS 26 statistical softwares.

Findings: The results showed that attachment styles and self-differentiation have a significant relationship with academic performance and these variables are able to directly predict academic performance (p<0.01). Promotional lifestyles can also play a mediating role between attachment styles and self-differentiation with academic performance (p<0.01).

Conclusion: Regarding the relationship between attachment styles, self-differentiation and health-promoting lifestyle with academic performance, special attention to these variables is necessary to improve student performance.