The Structural Equation Modeling of Nomophobia Based on Secure Attachment Style and Adaptive Cognitive Emotion Regulation Strategies with Mediator Role of Loneliness

Document Type : Original Article

Authors

1 M.Sc in Student General Psychology, Department of Psychology, Borujerd Branch, Islamic Azad University, Borujerd, Iran.

2 Ph.D in Educational Psychology and Lecturer at Farhangian University of Khorramabad, Iran.

Abstract

Introduction: The purpose of the present study was to investigate the structural equation modeling of nomophobia, considering secure attachment styles and adaptive cognitive emotion regulation strategies, with loneliness serving as a mediating factor.
Method: This study employed a descriptive-correlational research design. The statistical population consisted of 10,089 female second-year high school students enrolled in public schools in Khorramabad city during the 2023-2024 academic year. A sample size of 400 participants was selected using a multi-stage cluster sampling method, accounting for potential respondent attrition and ensuring the generalizability of the results. Data collection instruments included the Nomophobia Questionnaire (NMP-Q) developed by Yildirim and Correia (2015), the Adult Attachment Inventory (AAI) created by Hazen and Shaver (1987), the Cognitive Emotion Regulation Questionnaire (CERQ) by Garnefski and Kraaij (2006), and the UCLA Loneliness Scale-Version (UCLA LS3) of Russell developed by Data were analyzed using Pearson correlation and structural equations modeling.
Results: The results indicated that secure attachment style and adaptive cognitive emotion regulation strategies had a significant direct effect on nomophobia. Additionally, the findings revealed that loneliness played a mediating role in the relationship between secure attachment style and maladaptive cognitive emotion regulation strategies concerning nomophobia.
Discussion and conclusion: Based on the findings of this research, it is recommended that the relationship between these variables be considered in interventions addressing nomophobia among students. Consequently, programs can be developed for the prevention, intervention, and management of nomophobia, tailored to these variables.


Keywords

References

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