The Mediating Role of Social Adjustment in the Relationship between Insecure-Avoidant Attachment and Separation Anxiety among Elementary School Girls

Separation anxiety is one of the most common emotional difficulties experienced by children during the transition to formal schooling and may negatively affect academic performance, peer relationships, and psychological well-being. The present study aimed to investigate the mediating role of social adjustment in the relationship between insecure-avoidant attachment and separation anxiety among female elementary school students in Ferdows County, Iran. The study employed a descriptive-correlational design using structural equation modeling (SEM). The statistical population consisted of all female students in grades ۱–۳, from whom ۳۲۰ participants were selected through multi-stage cluster random sampling. Data were collected using the Insecure-Avoidant Attachment Scale, the Separation Anxiety subscale of the Screen for Child Anxiety Related Emotional Disorders (SCARED), and the Social Skills Improvement System (SSIS). Data were analyzed using SPSS version ۲۷ and AMOS version ۲۴. The findings indicated that insecure-avoidant attachment had a significant positive effect on separation anxiety (β = ۰.۳۷, p < .۰۰۱) and a significant negative effect on social adjustment (β = -۰.۴۶, p < .۰۰۱). In addition, social adjustment had a significant negative effect on separation anxiety (β = -۰.۳۱, p < .۰۰۱). Bootstrapping analysis further showed that social adjustment significantly mediated the relationship between insecure-avoidant attachment and separation anxiety (Indirect Effect = ۰.۱۴, p = .۰۰۳). The proposed structural model demonstrated acceptable fit indices (CFI = ۰.۹۵, TLI = ۰.۹۴, RMSEA = ۰.۰۵۹). The results suggest that insecure-avoidant attachment is an important risk factor for separation anxiety, while social adjustment serves as a protective mechanism. Therefore, interventions aimed at improving children’s peer relationships, classroom adaptation, and social competence may help reduce anxiety symptoms among vulnerable students. The study contributes to attachment theory by highlighting the role of school-based social functioning in explaining emotional outcomes during early childhood.

کلیدواژه ها:

Insecure-Avoidant Attachment ، social adjustment ، Separation anxiety ، Elementary School Students ، structural equation modeling ، Child Anxiety