Volume 24, Issue 5 (8-2025)
JRUMS 2025, 24(5): 438-451 |
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Ethics code: IR.UMA.REC.1403.079
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Sadri Damirchi E, Noroozi Homayoon M, Hatami Nejad M. Developing a Model of Social Anxiety in Students Based on Insecure Attachment Styles and Fear of Failure with the Mediating Role of Rumination:
A Descriptive Study. JRUMS 2025; 24 (5) :438-451
URL: http://journal.rums.ac.ir/article-1-7627-en.html
URL: http://journal.rums.ac.ir/article-1-7627-en.html
Professor of Counseling Department, Faculty of Educational Sciences and Psychology, University of Mohaghegh Ardabili, Ardabil, Iran.
Abstract: (328 Views)
Background and Objectives: Social anxiety in students is influenced by individual and cognitive factors, with insecure attachment styles and fear of failure being among its most significant predictors. The present study aimed to develop a model of social anxiety in students based on attachment styles and fear of failure, with the mediating role of rumination.
Materials and Methods: The research method was descriptive-correlational, using structural equation modeling. The statistical population included all secondary school students in Ardabil during the 2023-2024 academic year. A random cluster sampling method was used to select 119 boys and 161 girls (280 students), who completed questionnaires on social anxiety, fear of failure, attachment styles, and rumination. Path analysis was employed for data analysis.
Results: The study results showed that insecure attachment styles (β=0.45, p<0.001) and fear of failure (β=0.37, p<0.001) had a direct, positive, and significant effect on social anxiety. Additionally, insecure attachment styles (β=0.32, p<0.001) and fear of failure (β=0.57, p<0.001) had a direct effect on rumination. Finally, rumination had a direct and significant effect on social anxiety (β=0.15, p<0.001). The mediating role of rumination was confirmed, as its confidence interval did not include zero.
Conclusion: The current study findings indicated that insecure attachment styles and fear of failure significantly impact social anxiety in students, with rumination mediating this relationship. These results highlight the importance of cognitive-emotional interventions in reducing social anxiety. It is recommended that educational and therapeutic programs be implemented to enhance emotional regulation and modify cognitive patterns.
Keywords: Social anxiety, Attachment styles, Fear of failure, Rumination, Students
Funding: This study was funded by University of Mohaghegh Ardabili.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of University of Mohaghegh Ardabili approved the study (IR.UMA.REC.1403.079).
Authors’ contributions:
- Conceptualization: Esmaeil Sadri Damirchi, Mohammadreza Noroozi Homayoon, Mohammad Hatami Nejad
- Methodology: Mohammadreza Noroozi Homayoon, Mohammad Hatami Nejad
- Data Curation: Mohammad Hatami Nejad
- Formal analysis: Mohammad Hatami Nejad
- Supervision: Esmaeil Sadri Damirchi
- Project administration: Esmaeil Sadri Damirchi
- Writing – original draft: Mohammadreza Noroozi Homayoon
- Writing – review & editing: Mohammadreza Noroozi Homayoon
Materials and Methods: The research method was descriptive-correlational, using structural equation modeling. The statistical population included all secondary school students in Ardabil during the 2023-2024 academic year. A random cluster sampling method was used to select 119 boys and 161 girls (280 students), who completed questionnaires on social anxiety, fear of failure, attachment styles, and rumination. Path analysis was employed for data analysis.
Results: The study results showed that insecure attachment styles (β=0.45, p<0.001) and fear of failure (β=0.37, p<0.001) had a direct, positive, and significant effect on social anxiety. Additionally, insecure attachment styles (β=0.32, p<0.001) and fear of failure (β=0.57, p<0.001) had a direct effect on rumination. Finally, rumination had a direct and significant effect on social anxiety (β=0.15, p<0.001). The mediating role of rumination was confirmed, as its confidence interval did not include zero.
Conclusion: The current study findings indicated that insecure attachment styles and fear of failure significantly impact social anxiety in students, with rumination mediating this relationship. These results highlight the importance of cognitive-emotional interventions in reducing social anxiety. It is recommended that educational and therapeutic programs be implemented to enhance emotional regulation and modify cognitive patterns.
Keywords: Social anxiety, Attachment styles, Fear of failure, Rumination, Students
Funding: This study was funded by University of Mohaghegh Ardabili.
Conflict of interest: None declared.
Ethical considerations: The Ethics Committee of University of Mohaghegh Ardabili approved the study (IR.UMA.REC.1403.079).
Authors’ contributions:
- Conceptualization: Esmaeil Sadri Damirchi, Mohammadreza Noroozi Homayoon, Mohammad Hatami Nejad
- Methodology: Mohammadreza Noroozi Homayoon, Mohammad Hatami Nejad
- Data Curation: Mohammad Hatami Nejad
- Formal analysis: Mohammad Hatami Nejad
- Supervision: Esmaeil Sadri Damirchi
- Project administration: Esmaeil Sadri Damirchi
- Writing – original draft: Mohammadreza Noroozi Homayoon
- Writing – review & editing: Mohammadreza Noroozi Homayoon
Type of Study: Research |
Subject:
روانپزشكي
Received: 2025/01/14 | Accepted: 2025/06/3 | Published: 2025/08/19
Received: 2025/01/14 | Accepted: 2025/06/3 | Published: 2025/08/19
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