Developing a Self-harm Model Based on Cognitive Emotion Regulation and Childhood Trauma with the Mediating Role of Insecure Attachment Styles in Students of Ardabil City, Iran: A Descriptive Study

Objective: This study aimed to develop a structural model explaining self-harm based on cognitive emotion regulation and childhood trauma, with the mediating role of attachment styles among students in Ardabil City, Iran. Materials and Methods: This applied study, in terms of its objective, employed a descriptive-correlational research design, utilizing structural equation modeling. The exogenous variables were cognitive emotion regulation and childhood trauma, while self-harm served as the endogenous variable, with insecure attachment styles functioning as the mediating variable. The statistical population consisted of secondary school students aged ۱۵ to ۱۸ residing in Ardabil during the fall semester of the ۲۰۲۴ academic year. The research instruments included the self-harm inventory, cognitive emotion regulation questionnaire, childhood trauma questionnaire, and attachment styles scales. Results: The results indicated that insecure attachment styles had a significant positive effect on self-harm (β = ۰.۵۳۴; P < ۰.۰۱). Also, cognitive emotion regulation exerted a significant negative effect on self-harm (β = -۰.۴۸۸; P  < ۰.۰۰۱), whereas childhood trauma had a significant positive effect on self-harm (β = ۰.۴۶۲; P  < ۰.۰۰۱). Additionally, cognitive emotion regulation (β = ۰.۲۷۷; P  < ۰.۰۵) and childhood trauma (β = ۰.۲۳۳; P  < ۰.۰۵) had a significant indirect effect on self-harm through the mediation of insecure attachment styles. Conclusion: The findings suggest that childhood trauma and deficiencies in cognitive emotion regulation affect self-harm among students with insecure attachment styles, playing a mediating role. These results highlight the importance of cognitive-emotional mechanisms and attachment experiences in both the prevention and better understanding of self-harm behaviors.

کلیدواژه ها:

Self-harm ، Cognitive emotion regulation ، Trauma ، Attachment styles ، Students