Review on the Relationship Between Adult Attachment and

University Student Adjustment: The Mediating Roles of Emotion

Regulation and Interpersonal Relationships

Luyao Dai

Department of Psychology, Southwest University, Chongqing, 404100, China

Keywords: Adult Attachment, Student Adjustment, Interpersonal Relationship.

Abstract: The adaptability of university students has become a focus of attention. The theory of adult attachment

provides structured approach for comprehending individuals' behavioral patterns in intimate relationships and

their subsequent developmental impacts. This paper analyzes the relationship between adult attachment and

university student adjustment and delves into the mediating roles of emotion regulation and interpersonal

relationships between the two. Research shows that adult attachment styles not only reflect individuals' early

interaction experiences with primary caregivers but also profoundly influence their adjustment processes in

the university environment. Emotion regulation serves as a crucial bridge connecting adult attachment to

adjustment outcomes, with different attachment styles potentially leading individuals to adopt different

emotion regulation strategies. Meanwhile, interpersonal relationships, as a vital component of social

adjustment, are also significantly influenced by adult attachment styles. Individuals with secure attachment

tend to perform better in academic adjustment, emotion regulation, and interpersonal relationships, while

those with insecure attachment may face more challenges. This paper offers a new perspective for

understanding university student adjustment issues. Future research can further explore the specific

mechanisms among these variables and how to enhance the academic adjustment of individuals with different

attachment styles by improving emotion regulation and interpersonal relationships.

1 INTRODUCTION

According to the Video Conference on Employment

and Entrepreneurship of National Ordinary College

Graduates in 2024, the number of graduates in the

2024 academic year is expected to reach 11. 79

million. As a crucial group about to step into society,

university students' adaptability is not only related to

their academic achievements and mental health but

also directly affects their future career development

and social integration. As one of the important

theories in psychology, adult attachment theory

provides a powerful framework for understanding

individuals' behavioral patterns in intimate

relationships and their subsequent developmental

impacts. Especially among university students, adult

attachment styles not only reflect their early

interaction experiences with primary caregivers but

also profoundly influence their adjustment processes

in the university environment.

In recent years, an expanding body of research has

turned its focus towards examining the connection

between adult attachment and the adjustment of

university students, delving into the underlying

mediating mechanisms at play. Emotion regulation

(ER), defined as an individual's capacity to manage

and modulate their emotional states has emerged as a

key aspect in this investigation. is regarded as an

important bridge connecting adult attachment to

adjustment outcomes (Bowlby, 1980, Hazan &

Shaver, 1987). Different attachment styles may lead

individuals to adopt different emotion regulation

strategies, further influencing their mental health and

social functioning. Meanwhile, interpersonal

relationships, as a vital component of university

students' social adjustment, are also significantly

influenced by adult attachment styles (Baumeister &

Leary, 1995). Good interpersonal relationships can

promote the establishment of individuals' social

support networks, while poor interpersonal

relationships may exacerbate feelings of loneliness

and social anxiety.

Therefore, this paper aims to review the

relationship between adult attachment and university

Dai, L.

Review on the Relationship Between Adult Attachment and University Student Adjustment: The Mediating Roles of Emotion Regulation and Interpersonal Relationships.

DOI: 10.5220/0014136400004942

Paper published under CC license (CC BY-NC-ND 4.0)

In Proceedings of the 2nd International Conference on Applied Psychology and Marketing Management (APMM 2025), pages 467-472

ISBN: 978-989-758-791-7

467

student adjustment, and delve into the mediating roles

of emotion regulation and interpersonal relationships

between the two. By sorting through previous

research findings and starting from the related

concepts and theoretical backgrounds of adult

attachment, ER, interpersonal relationships, and

university student adjustment, this paper analyzes the

relationships among these variables in detail. This

review will provides new perspectives and directions

for future research on understanding university

student adjustment issues.

2 THE RELATIONSHIP

BETWEEN ADULT

ATTACHMENT AND

ACADEMIC ADAPTATION:

THE MEDIATING ROLE OF ER

Learning is a process for university students to train

skills and lay a solid foundation for their future

careers. Academic adaptation is the primary task

throughout their university life, referring to the

behavioral process in which students strive to adjust,

enrich, and develop themselves according to the

academic environment and needs, thereby achieving

a balance with the learning environment (Feng et al.,

2010). At the individual level, numerous factors can

contribute to students' difficulties in adapting to

university life, such as leaving their hometowns,

increased academic demands, personal

responsibilities, and previous academic performance

(Gerdes & Mallinckrodt, 1994). Among the various

factors influencing international students' adaptation

to university life, attachment, as an important

psychological characteristic, has a profound impact

on individuals' adaptation process. Attachment is a

crucial social relationship during infancy, directly

influencing infants' social behavior, personality traits,

and attitudes when interacting with others (Bowlby,

1998). According to attachment theory, infants

establish psychological models of the self, caregivers,

and intimate relationships through interactions with

caregivers. These models are relatively stable and can

guide and predict individuals' behavior in intimate

relationships in adulthood. Recently, attachment

theory has been extended beyond early life

development and intimate relationships (such as with

parents and partners) to include broader adult

relationships, such as those with friends and

colleagues (Cassidy & Shaver, 2008). Currently, the

measurement of attachment primarily adopts a two-

dimensional model(Mikulincer & Shaver, 2003,

Ravitz et al., 2010). One dimension is attachment

anxiety, referring to the self-model, which describes

individuals' expectations of being abandoned or

unloved. Individuals with high attachment anxiety

fear separation from their loved ones and exhibit high

levels of attachment behavior; the other dimension is

attachment avoidance, referring to the other-model,

characterized by a reluctance to depend on others.

Individuals with high attachment avoidance prefer

self-reliance, avoid intimate relationships, and exhibit

almost no attachment behavior. Theoretically,

individuals with secure attachment (low attachment

anxiety, low attachment avoidance) hold optimistic

beliefs when facing stress, appropriately express their

pain, and seek help from others, as their internal

security model helps them objectively evaluate their

environment and adapt more flexibly(Mikulincer &

Florian, 1995). Bowlby believe that individuals with

better attachment qualities are more confident and

able to be close to and trust others.

Xie Anna et al conducted a questionnaire survey

among 874 first-year students at four comprehensive

universities in Beijing to investigate the relationship

between school adaptability and adult attachment

among first-year university students. Using the

University Adaptation Scale and the Revised Version

of the Intimate Relationships Questionnaire, the

results of descriptive statistical analysis showed that

individuals with secure attachment had significantly

better school adaptability than those with three

insecure attachment types. Attachment anxiety and

avoidance negatively predicted school adaptability,

with individuals with secure attachment showing the

best adaptability. High attachment anxiety and high

attachment avoidance traits were detrimental to the

development of academic adaptation among

university students(Xie & Yang, 2015).

University students are at a turning point in social

role changes. Changes in the campus environment,

increased academic pressure, interpersonal

interactions, and employment pressure are all factors

that may cause emotional distress, thereby affecting

university adaptation. ER involves two strategies:

cognitive reappraisal and expression suppression. A

series of studies have confirmed that ER is beneficial

for reducing negative emotional experiences such as

depression and anxiety and promoting balance

between work and family life. However, there are

significant differences in the timing, methods, and

aftereffects of these two ER strategies. Cognitive

reappraisal primarily involves changing individuals'

cognition and understanding negative emotional

events in a more positive way, falling within the

category of positive emotion regulation. Expression

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suppression involves mobilizing individuals' self-

control abilities to inhibit emotional behavior that is

about to occur or is occurring, belonging to the

category of negative emotion regulation.

Additionally, the impact of adult attachment types on

individuals' subjective well-being is partially

mediated by their emotion regulation. Adult

attachment directly influences individuals' processing

and management of emotional information.

Yang et al. conducted a survey among a randomly

selected group of 120 university students to explore

the association between adult attachment types and

emotion regulation (ER) strategies among this

population. Their findings revealed a notable

correlation between the types of adult attachment and

the ER strategies employed. Specifically, Pearson's

product-moment correlation analysis indicated a

significant and inverse relationship between

attachment avoidance and cognitive reappraisal. In

terms of correlation strength, cognitive reappraisal

was more closely related to attachment anxiety, while

expression suppression was more closely related to

attachment avoidance. Specifically, university

students with attachment avoidance were more likely

to use expression suppression strategies (t = -9. 350,

P < 0. 01), and those with attachment anxiety were

more likely to use cognitive reappraisal strategies (t =

2. 644, P < 0. 01)(Yang et al., 2016). Li Caina et al

selected 642 university students from first to fourth

year at three universities and used the Chinese

College Student Adjustment Scale (CCSAS) to assess

emotional adjustment, the Relationship Survey

Questionnaire (RSQ) to examine attachment

(selecting the three dimensions of attachment

security, attachment anxiety, and attachment

avoidance), and the Emotion Regulation

Questionnaire (ERQ) to investigate emotion

regulation (including four dimensions of positive

emotion enhancement and diminution, as well as

negative emotion enhancement and diminution) to

study the emotional adjustment of university students

and its relationship with attachment and ER. The

results of multiple linear regression analysis

examining the relationship between attachment and

ER strategies showed that scores on the attachment

security dimension positively predicted scores on the

emotional adjustment dimension, indicating that

individuals with secure attachment and experiences

of interacting with supportive attachment figures

facilitate their good emotional adjustment status.

Individuals with different attachment styles adopt

different emotion regulation strategies, leading to

varying emotional adjustment outcomes. Strategies

employed by individuals with attachment avoidance

to suppress and conceal their emotions can result in

adaptation crises(Dang & Wang, 2014). Li et al also

used academic anxiety questionnaires, emotion

regulation strategy questionnaires, and other survey

methods to conduct a random sample survey of 540

students from a vocational school in Suzhou to study

the influence mechanism of ER strategies on

academic anxiety. Correlation analysis results

showed that the cognitive reappraisal dimension of

emotion regulation strategies was significantly

negatively correlated with academic anxiety, while a

notable positive association was observed between

expression suppression and academic anxiety(Li et

al., 2024). These results are consistent with previous

related research findings, indicating that individuals

who habitually use cognitive reappraisal strategies,

whether guided or spontaneous, can effectively

reduce negative emotional experiences. The

expression suppression strategy can also regulate

emotional responses to a certain extent.

3 THE RELATIONSHIP

BETWEEN ADULT

ATTACHMENT AND

ACADEMIC ADAPTATION:

THE MEDIATING ROLE OF

INTERPERSONAL

RELATIONSHIPS

Apart from emotional factors, interpersonal

relationships may also play a mediating role between

adult attachment and university adaptation.

Individuals with secure attachment are generally able

to establish stable, supportive, and trusting

interpersonal relationships, which help them obtain

emotional support and academic assistance in the

learning environment, thereby enhancing academic

adaptation(Feeney & Nolan, 1990). Conversely,

individuals with anxious and avoidant attachment

may exhibit more conflict and alienation in

interpersonal relationships, leading to a lack of

favorable support and assistance in the learning

environment and subsequently affecting academic

adaptation.

Bartholomew and Horowitz randomly selected

incoming first-year students and required participants

to find a close friend who had known them for at least

six months, was not a romantic partner, and could

provide their contact information. Each pair of friends

was then tested twice, with both participants

completing two sets of questionnaires — a self-

Review on the Relationship Between Adult Attachment and University Student Adjustment: The Mediating Roles of Emotion Regulation

and Interpersonal Relationships

469

assessment questionnaire and an assessment

questionnaire about their friend. This study examined

the specific relationship between adult attachment

and interpersonal problems, finding that fearful

attachment was associated with introverted and

compliant behavioral tendencies, while preoccupied

attachment was associated with expressive behavioral

tendencies. Dismissive attachment exhibited more

hostility, while individuals with secure attachment

had lower overall interpersonal distress

scores(Bartholomew & Horowitz, 1991). In stressful

situations, individuals with high attachment

avoidance have a negative attitude towards seeking

help, tending to show greater interpersonal distance

and believing that others cannot meet their emotional

needs. Individuals with high attachment anxiety may

lack confidence and determination to overcome

difficulties when interacting with others, feeling

greater pressure when adapting to stressful

environments. That is, individuals with insecure

attachment patterns are more inclined to social

isolation or over-dependence, making it difficult for

them to establish and maintain healthy interpersonal

relationships, ultimately affecting the process of

academic adaptation(Brennan et al., 1998). Similarly,

Zhao's study investigated the status of attachment,

coping styles, and interpersonal relationships among

college students to explore the interrelationships

among these three factors. Using college

undergraduates as participants, the study employed

the Experiences in Close Relationships Inventory,

Coping Style Questionnaire, and Interpersonal

Relationship Comprehensive Diagnostic Scale to

investigate the overall status of adult attachment,

coping styles, and interpersonal relationships among

college students. Utilizing the survey data, statistical

comparisons were performed on demographic

variables to identify significant differences.

Correlation analyses were conducted to examine the

relationships between adult attachment styles, coping

strategies, and the variables under investigation.

Interpersonal relationships were examined, and

subsequent regression analyses were performed to

assess the correlations. The present study investigates

the prognostic influence of adult attachment patterns

and distinct coping mechanisms on the quality and

stability of interpersonal relationships. The findings

indicate that a prevalent deficiency in the sense of

responsibility exists among contemporary university

students. Certainly, I'll rewrite the provided text in a

scientific tone:Interactions within the college student

population exert a notable influence on individual

outcomes. Attachment anxiety, attachment

avoidance, problem-solving efficacy, and self-blame

are critical factors that significantly influence

interpersonal dynamics and psychological outcomes.

Help-seeking behavior, fantastical thinking,

avoidance strategies, and rationalization processes

have been demonstrated to serve as effective

predictors. Interpersonal relationships exert a

significant influence on the daily routines and the

concurrent physical and mental health progression of

undergraduate students are intricately linked, hence.

affecting their adaptation(Zhao, 2012). Mikulincer

and Shaver's research indicated that individuals with

anxious and avoidant attachment may exhibit more

insecurity and avoidant behavior in interpersonal

relationships, which may lead to a lack of confidence

and motivation in the learning

environment(Mikulincer & Shaver, 2007).

Rosenfield and Subrahmanyam's study explored the

impact of social media use on adult attachment and

academic adaptation, finding that positive

interactions on social media help enhance academic

adaptation among individuals with secure attachment,

while negative interactions may exacerbate academic

difficulties among individuals with anxious and

avoidant attachment(Rosenfield et al., 2016).

Lee et al assessed the quality of interpersonal

relationships and found that good interpersonal

relationships are related to the university adaptation

of international students(Lee et al., 2004). Wang et al

discovered in their research that international students

in the United States who have more friends among

American students or other international students

tend to have better university adaptation(Wang et al.,

2012). Individuals with different attachment styles

have different impacts on interpersonal relationships,

ultimately influencing their environmental

adaptation. In the study by Du et al, 222 first-year

Korean international students in China (114 males

and 108 females) were investigated to explore the

impact of adult attachment on university adaptation

and further investigate interpersonal relationships.

This study used the Experiences in Close

Relationships Inventory, Interpersonal Relationship

Scale, and University Student Adaptability

Questionnaire for measurement. Descriptive statistics

and correlation analysis of the data were conducted

using SPSS 20. 0, and structural equation modeling

analysis was performed using Amos 21. 0. The

Pearson correlation analysis revealed a significant

negative association between attachment avoidance

and attachment anxiety and multiple dimensions of

interpersonal relationships and university adaptation.

Concurrently, a significant positive correlation was

identified between interpersonal relationships and the

various facets of university adaptation. This indicates

APMM 2025 - International Conference on Applied Psychology and Marketing Management

470

that lower levels of attachment avoidance and

attachment anxiety lead to better interpersonal

relationships and better university adaptation.

Subsequent analyses suggest that reduced levels of

attachment avoidance and attachment anxiety

correlate positively with enhanced interpersonal

relationships and a more successful adaptation to

university life resampled with 1000 iterations to

determine the 95% confidence interval for the

mediating effect, thereby assessing its statistical

significance. The test results demonstrated a

significant mediating effect. The total effects of

attachment avoidance and attachment anxiety on

university adaptation were both significant (B = -0.

30, P < 0. 01; B = -0. 22, P < 0. 01), but their direct

effects on university adaptation were not significant

(B = -0. 10, P > 0. 05; B = -0. 08, P > 0. 05),

suggesting that interpersonal relationships played a

complete mediating role. Therefore, the findings of

this study indicate that attachment avoidance among

Korean international students not only directly and

negatively predicts their adaptation to university life

but also indirectly predicts their university adaptation

through interpersonal relationships. Similarly,

attachment anxiety not only directly and negatively

predicts individual university adaptation but also

indirectly predicts it through interpersonal

relationships. Interpersonal relationships mediate

between adult attachment and university

adaptation(Du & Wang, 2024).

4 DISCUSSION

This paper has reviewed the relationship between

adult attachment and university student adaptation,

with a particular focus on the mediating roles of ER

and interpersonal relationships between the two. The

research findings indicate that adult attachment styles

have a profound impact on the adaptation process of

university students, with individuals exhibiting

secure attachment demonstrating better adaptability

in multiple aspects. This discovery emphasizes the

influence of early interactions with primary

caregivers on subsequent individual development and

the crucial role of adult attachment styles in

individual adaptation to new environments.

ER serves as a significant bridge connecting adult

attachment and adaptation outcomes, with the choice

and use of strategies having a notable impact on the

individual's adaptation process. Individuals with

secure attachment are more inclined to use positive

ER strategies, such as cognitive reappraisal, which

aids them in better coping with stress and challenges.

Conversely, those with insecure attachment may be

more prone to using negative ER strategies, like

expressive suppression, which may lead to more

difficulties in the adaptation process. Therefore,

improving individuals' ER abilities through education

and training, particularly for those with insecure

attachment, may help enhance their adaptation status.

Interpersonal relationships, as a vital component

of social adaptation, are also significantly influenced

by adult attachment styles. Individuals with secure

attachment are generally able to establish stable,

supportive, and trusting interpersonal relationships,

which facilitate emotional support and academic

assistance in the learning environment. In contrast,

those with insecure attachment may exhibit more

conflict and alienation in interpersonal relationships,

leading to a lack of favorable support and assistance

in the learning environment. Thus, enhancing

academic adaptation among individuals with

different attachment styles through improved

interpersonal relationships is a direction worth

exploring. Future research can further investigate

how to improve university students' interpersonal

relationships through activities such as psychological

counseling and team-building, thereby enhancing

their adaptation abilities.

Additionally, this study has identified some issues

that require further exploration. For instance,

although ER and interpersonal relationships mediate

between adult attachment and adaptation, the

influencing mechanism requires in-depth study.

Meanwhile, other related factors, such as self-

efficacy and coping styles, can also be considered

within the research scope to more comprehensively

address the issue of university student adaptation.

Future research can adopt a longitudinal design to

track the developmental changes of individuals with

different attachment styles during their university

years, providing a more comprehensive

understanding of the relationships among these

variables.

5 CONCLUSION

The majority of the studies above have confirmed that

adult attachment styles have a significant impact on

the adaptation process of university students, with ER

and interpersonal relationships playing crucial

mediating roles. Future research can further explore

the specific mechanisms among these variables and

seek effective intervention strategies to enhance

academic adaptation among individuals with

different attachment styles. Meanwhile, educators

Review on the Relationship Between Adult Attachment and University Student Adjustment: The Mediating Roles of Emotion Regulation

and Interpersonal Relationships

471

and mental health professionals can also consider

applying these research findings to educational

practice to support the academic development and

mental health of university students.

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