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Parental Attachment and Emotional Regulation among High School Students in Kikuyu Sub County, Kenya

Sr. Luong Thi Hong, Dr. Stephen Asatsa and Mutisya Sabina
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Sr. Luong Thi Hong: Department of Psychology, The Catholic University of Eastern Africa
Dr. Stephen Asatsa: Department of Psychology, The Catholic University of Eastern Africa
Mutisya Sabina: Department of Psychology, The Catholic University of Eastern Africa

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 9, 450-458

Abstract: This study investigated the relationship between parenting attachment style and emotional regulation of secondary school students in public and private schools in Kikuyu County, Kenya. The study employed a quantitative method study design by combining correlational survey and phenomenological research designs. The study was guided by attachment theory and the process model of emotional regulation theory. The target population was 5003 high school students. A sample of 384 students was selected using simple random sampling. The study used questionnaires, and document analyses to collect data. Quantitative data were analyzed using Pearson’s product-moment correlation analysis The findings revealed that. The study found that secure attachment negatively correlated with catastrophizing and other blame, while insecure attachment was positively correlated with rumination, catastrophizing, and other blame. Avoidant attachment was positively correlated with self-blame, while insecure attachment was negatively correlated with refocusing on planning. The study suggests that schools should establish a comprehensive emotional support system, involving teachers, counselors, and parents. Regular parent-teacher meetings, resources, targeted interventions, and a safe space for students to calm down can help identify struggling students and promote academic and social development.

Date: 2024
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