Attachment, Emotional Regulation, and Perceived Academic Efficacy in Adolescence: A Basis for Psychoeducational Intervention

Objective: This study examined the relationships between secure attachment to parents and peers, emotional regulation strategies (cognitive reappraisal and expressive suppression), and perceived academic self-efficacy in adolescence. The research also aimed to identify how secure attachment is related to these variables to inform psychosocial interventions in educational and family contexts. Method: A total of 703 adolescents (351 boys, 352 girls; aged 15-18) completed validated questionnaires assessing attachment to mothers, fathers, and peers, emotional regulation, and perceived academic self-efficacy. Descriptive statistics, independent-sample t-tests, correlation analyses, and structural equation modelling were conducted to examine variable relationships and sex-specific patterns. Results: Secure parental attachment was positively associated with cognitive reappraisal and academic self-efficacy, and negatively with expressive suppression. Secure peer attachment showed a negative association with expressive suppression and a weak positive association with cognitive reappraisal. Boys reported higher use of both regulation strategies, whereas girls reported higher perceived academic self-efficacy. Structural equation models showed that parental secure attachment is associated with adolescents’ emotional regulation and academic self-efficacy, with mothers and fathers exerting differential influences across sexes. These findings indicate potential leverage points for psychosocial interventions. Conclusions: The study underscores the importance of fostering secure parent and peer secure attachment to enhance adaptive emotional regulation and academic competence in adolescents. The findings can guide the development of school-based and family-focused psychosocial programs that integrate emotional skills training, support adaptive coping strategies, and strengthen secure attachment relationships to improve adolescents’ well-being and academic outcomes.