Effect of Residential Status of Schools on Adult Attachment Styles and Self Esteem

Abstract

This study explores the relationship between the residential status of schools and adult attachment styles and self-esteem. Adult attachment research is built on the motivational framework that produces a deep emotional connection between parents and their children as well as the bond that develops among adults in emotionally close relationships. Self-esteem is an individual’s comprehensive perception of their own value or worth. It can be viewed as a measure of the extent to which a person “values, thinks of, respects, values, or likes himself or herself. The study was conducted on young adults between 20-40 years and the survey method was employed, participants consisted of adults who attended either a residential or non-residential school. In conclusion, the study examined the relationship between gender, school type, and various psychological variables such as self-esteem and adult attachment styles. The findings revealed significant main effects of gender and school type on self-esteem and adult attachment styles. Additionally, an interaction effect between school type and gender was observed for self-esteem, indicating that the impact of school type on self-esteem differs depending on gender.