Volume 32, Issue 1 (3-2025)
RJMS 2025, 32(1): 1-14 |
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Research code: 5/556913
Ethics code: IR.KAUMS.REC.1401.020
Clinical trials code: IR.KAUMS.REC.1401.020
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Chini F D, Tabrrai R, Mirzahosseini H. Modeling the Relationship between Religious Orientation and Attachment Styles with Psychological Hardiness with Regard to the Mediating Role of Identity Styles in Adolescents. RJMS 2025; 32 (1) :1-14
URL: http://rjms.iums.ac.ir/article-1-8140-en.html
URL: http://rjms.iums.ac.ir/article-1-8140-en.html
Assistant Professor, Department of Psychology, Qom Branch, Islamic Azad University, Qom, Iran , Ramintabaraei@gmail.com
Abstract: (79 Views)
Background & Aims: Psychological hardiness, as a valuable psychological ability, has a positive effect on people's health. Toughness is provided by various sources, including religion (7). Religion plays a major role in mental health and increasing people's stubbornness (6). Attachment also plays an important role in creating and maintaining the stubbornness of people. The study of Neria et al (2001) showed that the secure attachment style has a positive relationship with the general stubbornness and the avoidant and ambivalent styles have a negative relationship with the aforementioned variables. Another factor in predicting stubbornness is identity. Studies show that there is a relationship between informational identity style and psychological toughness (17, 18). "Religion" also plays a fundamental role in the formation of "identity". The research of Berzonski et al. (2013) showed that informational identity style has a positive relationship with values (20). The aim of this study was to investigate the structural model of psychological toughness based on religious orientation and attachment styles with the mediation of identity styles in adolescents.
Methods: The current research is a theoretical research and its design was descriptivecorrelationand structural equation modeling. The statistical population of the research included all Second period of high school students of kashan city with an arenge age of 16-19 yearswho study in the schools of kashan city in the academic year of 1401-1402. To determine the sample size, criteria related to the statistical method of structural equations were used. In this method, it is necessary to have a high sample size so that all measurement errors and fit indices can be estimated correctly. Accordingly, the sample floor should not be less than 300 people. As the number of samples is more and closer to 500, the amount of errors will be reduced and the correct model will fit correctly (21).
The criteria for entering the study included: education in the second year of high school, declaration of informed consent and the age of 16-19 years, and the criteria for exiting the study also included: unwillingness to cooperate, distortion of the questionnaires. The information needed for the research was collected through Kubasa's Psychological Hardiness Questionnaires(1979), Identity Style Scale (6G-ISI) (1992), Alport&Ross Religious Orientation Questionnaire(1967), and Colins&Raeid's AttachmentStyles Questionnaire(1990). Lisrel v8.8 and spss 26 softwares were used to analyze the data by structural equation modeling.
Results: Based on the results the descriptive findings, the average age was 17.02, with a standard deviation of 81.0, indicating a normal distribution based on skewness and kurtosis measurements. Among the research participants, 195 (39%) were boys, 286 (57.2%) were girls. Regarding educational levels, 30.2% were in the tenth grade, 35.4% in the eleventh grade, and 23.4% in the twelfth grade.The reported indices in structural equation analysis indicate the desired fit between data and the model. Consequently, the collected empirical data by the researcher confirms and demonstrates that the developed theoretical model, based on the research literature, effectively explains the students' resilience in the context of their religious orientation and attachment styles, mediated by identity styles among students in Kashan City. The explained variance of hardiness , through the linear combination of exogenous variables and mediation, is 0.28, indicating that the linear combination of religious orientation, attachment styles, and identity styles accounts for 28% of the variations in hardiness changes.
Based on the results, externalreligious orientation (p < 0.01, β = 0.21), internal religious orientation (p < 0.01, β = 0.23), and secure attachment style (p < 0.01, β = 0.17) directly predicted hardiness. Internal religious orientation (p < 0.01, β = 0.04) and secure attachment style (p < 0.05, β = 0.03) predicted hardiness through the mediation of identity styles. Informational identity style (p < 0.05, β = 0.10) and normative identity style (p < 0.05, β = 0.18) directly predicted hardiness. externalreligious orientation (p < 0.01, β = 0.13) andInternal religious orientation (p < 0.01, β = 0.18) directly predicted informational identity style, Internal religious orientation (p < 0.05, β = 0.12) directly predicted normative identity style.Also, the model was extracted based on standard coefficients based on t-statistics using Lisrel software. The results obtained in this research showed that external orientation negatively,internal orientation positively and secure attachment style are positively related to the mediation of identity styles with psychological hardiness in a significant way.
Also, in this research,it was found that internal orientation and secure attachment style have a positive relationship with the mediation of identity styles and psychological hardiness. Informational identity style positively and normative identitystyle negatively had a significant relationship with psychological hardiness. It that another significant relationship that was proven in this research was the relationship between negative external orientation and positive internal orientation with informational identity style and negative internal orientation with normative identitystyle.This research finding is in line with the findings of Seyed Mirzaei et al, (2022) (8); Kazemi et al, (2022) (12). Another finding of this study was the relationship between stubbornness and attachment.The results of this research are in line with the findings of Fakhri et al. (2016) (14); Latif & Ranjbarian, (2019) (15).
Another finding is that there was a relationship between "identity styles" and "psychological hardiness". This is in line with the findings of Momeni Joo et al (2022) (17). The results of this research are in line with the findings of Fakhri et al. (2016) (14); Latif & Ranjbarian (2019) (15). Another finding was that there was a relationship between "identity styles" and "psychological toughness", which is in line with the findings of Momeni Joo et al (2022) (17(. Another finding was that external religious orientation had a negative and positive internal religious orientation with informational identity style. This finding was consistent with the research results of Afzal et al (2020), (19) and SeddiqiArfai et al (2021), (20).
Conclusion: The results of the data analysis showed that religious orientation and attachment style, with the mediation of identity styles, have been able to predict the psychological toughness of students. The relationship and harmony of the three variables of religious orientation, identity style, and psychological toughness indicates that psychological toughness can be improved by developing inner religion and improving identity style. increased in the students. Adolescents with a religious orientation and a high level of religiosity experience more psychological toughness in dealing with life and academic problems and can overcome problems. On the other hand, identity style is a variable that can strengthen the relationship between attachment style or psychological toughness. In this way, students with an improved attachment style and a stable identity lead to the promotion of psychological toughness. With the increase of religion and the development of attachment styles and the mediation of identity style, the psychological toughness of students is improved. It is suggested that psychological toughness can be increased with training such as: problem solving skills, establishing effective communication, stress management and life skills.
Methods: The current research is a theoretical research and its design was descriptivecorrelationand structural equation modeling. The statistical population of the research included all Second period of high school students of kashan city with an arenge age of 16-19 yearswho study in the schools of kashan city in the academic year of 1401-1402. To determine the sample size, criteria related to the statistical method of structural equations were used. In this method, it is necessary to have a high sample size so that all measurement errors and fit indices can be estimated correctly. Accordingly, the sample floor should not be less than 300 people. As the number of samples is more and closer to 500, the amount of errors will be reduced and the correct model will fit correctly (21).
The criteria for entering the study included: education in the second year of high school, declaration of informed consent and the age of 16-19 years, and the criteria for exiting the study also included: unwillingness to cooperate, distortion of the questionnaires. The information needed for the research was collected through Kubasa's Psychological Hardiness Questionnaires(1979), Identity Style Scale (6G-ISI) (1992), Alport&Ross Religious Orientation Questionnaire(1967), and Colins&Raeid's AttachmentStyles Questionnaire(1990). Lisrel v8.8 and spss 26 softwares were used to analyze the data by structural equation modeling.
Results: Based on the results the descriptive findings, the average age was 17.02, with a standard deviation of 81.0, indicating a normal distribution based on skewness and kurtosis measurements. Among the research participants, 195 (39%) were boys, 286 (57.2%) were girls. Regarding educational levels, 30.2% were in the tenth grade, 35.4% in the eleventh grade, and 23.4% in the twelfth grade.The reported indices in structural equation analysis indicate the desired fit between data and the model. Consequently, the collected empirical data by the researcher confirms and demonstrates that the developed theoretical model, based on the research literature, effectively explains the students' resilience in the context of their religious orientation and attachment styles, mediated by identity styles among students in Kashan City. The explained variance of hardiness , through the linear combination of exogenous variables and mediation, is 0.28, indicating that the linear combination of religious orientation, attachment styles, and identity styles accounts for 28% of the variations in hardiness changes.
Based on the results, externalreligious orientation (p < 0.01, β = 0.21), internal religious orientation (p < 0.01, β = 0.23), and secure attachment style (p < 0.01, β = 0.17) directly predicted hardiness. Internal religious orientation (p < 0.01, β = 0.04) and secure attachment style (p < 0.05, β = 0.03) predicted hardiness through the mediation of identity styles. Informational identity style (p < 0.05, β = 0.10) and normative identity style (p < 0.05, β = 0.18) directly predicted hardiness. externalreligious orientation (p < 0.01, β = 0.13) andInternal religious orientation (p < 0.01, β = 0.18) directly predicted informational identity style, Internal religious orientation (p < 0.05, β = 0.12) directly predicted normative identity style.Also, the model was extracted based on standard coefficients based on t-statistics using Lisrel software. The results obtained in this research showed that external orientation negatively,internal orientation positively and secure attachment style are positively related to the mediation of identity styles with psychological hardiness in a significant way.
Also, in this research,it was found that internal orientation and secure attachment style have a positive relationship with the mediation of identity styles and psychological hardiness. Informational identity style positively and normative identitystyle negatively had a significant relationship with psychological hardiness. It that another significant relationship that was proven in this research was the relationship between negative external orientation and positive internal orientation with informational identity style and negative internal orientation with normative identitystyle.This research finding is in line with the findings of Seyed Mirzaei et al, (2022) (8); Kazemi et al, (2022) (12). Another finding of this study was the relationship between stubbornness and attachment.The results of this research are in line with the findings of Fakhri et al. (2016) (14); Latif & Ranjbarian, (2019) (15).
Another finding is that there was a relationship between "identity styles" and "psychological hardiness". This is in line with the findings of Momeni Joo et al (2022) (17). The results of this research are in line with the findings of Fakhri et al. (2016) (14); Latif & Ranjbarian (2019) (15). Another finding was that there was a relationship between "identity styles" and "psychological toughness", which is in line with the findings of Momeni Joo et al (2022) (17(. Another finding was that external religious orientation had a negative and positive internal religious orientation with informational identity style. This finding was consistent with the research results of Afzal et al (2020), (19) and SeddiqiArfai et al (2021), (20).
Conclusion: The results of the data analysis showed that religious orientation and attachment style, with the mediation of identity styles, have been able to predict the psychological toughness of students. The relationship and harmony of the three variables of religious orientation, identity style, and psychological toughness indicates that psychological toughness can be improved by developing inner religion and improving identity style. increased in the students. Adolescents with a religious orientation and a high level of religiosity experience more psychological toughness in dealing with life and academic problems and can overcome problems. On the other hand, identity style is a variable that can strengthen the relationship between attachment style or psychological toughness. In this way, students with an improved attachment style and a stable identity lead to the promotion of psychological toughness. With the increase of religion and the development of attachment styles and the mediation of identity style, the psychological toughness of students is improved. It is suggested that psychological toughness can be increased with training such as: problem solving skills, establishing effective communication, stress management and life skills.
Type of Study: Research |
Subject:
Clinical Psychiatry
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