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

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.