AN INVESTIGATION OF SOCIAL SKILLS AND LONELINESS LEVELS OF UNIVERSITY STUDENTS WITH RESPECT TO THEIR ATTACHMENT STYLES IN A SAMPLE OF TURKISH STUDENTS

Social Behavior and Personality, 2005 by Deniz, M Engin, Hamarta, Erdal, Ari, Ramazan

This study investigated the effects of attachment styles of university students on their social skills and loneliness levels. Their social skill levels, loneliness levels and attachment styles were measured by the Social Skills Inventory, UCLA Loneliness Scale, and Relationships Scale Questionnaire respectively. To analyze data, t-test, correlation analysis, and regression analysis were employed. Emotional expressivity levels, emotional sensitivity levels, social control levels, and total social skill levels of female students were found to be significantly higher than those of male students. However, emotional control levels of male students were significantly higher than those of female students. A significant effect of attachment styles on loneliness and social skills was detected. Social skill levels of students who have secure attachment styles were found to be significantly higher than social skills levels of students who have insecure attachment styles. Average loneliness points of students who do not have a romantic relationship were found to be significantly higher than others. However, the average social skill points of those students were found to be significantly lower than others.

Keywords: attachment stvles, loneliness, romantic relationship social skills, Turkey.

An individual's ability to have close relationships with others is one of the most important features of a healthy personality. Close relationships influence the personal and social development processes of individuals considerably. Although the attachment theory of Bowlby was suggested to explain the emotional attachment between children and their parents, this attachment is an important element of individuals from the cradle to the grave (Bowlby, 1979).

An individual's initial attachment is established early in development with his/her primary caregiver(s). This relationship provides a cognitive framework that informs how an individual will perceive and interact with his/her environment beyond early childhood. When these attachment representations, or working models, are formed in affectionate and supportive environments, children will have a secure base from which to explore and master their environment. This positive frame of reference provides a sense of self-efficacy, thereby facilitating an adolescent's successful transition to young adulthood (DiTommaso, Brannen-McNulty, Ross, & Burgess, 2003).

Attachment is behavior evoked by closeness to or alienation from a selected and/or distinguished individual. Existing literature shows that attachment behavior is not only a part of infancy but also is a part of childhood, adolescence, and adulthood. One of the main principles of the attachment theory is its continuity throughout the individual's lifelong journey (Bowlby, 1980). A direct support for the continuity of attachment styles is provided by the study of Waters Merrick, Treboux, Crowell, and Albersheim (2000). They provide strong evidence of similarities between attachment styles in infancy and attachment styles in adulthood.

Bartholomew and Horowitz (1991) proposed a model that is based on the attachment theory of Bowlby to explain attachment styles of adults. Based on the different views of self and others in relationships, they suggested two different internal working models and four different attachment styles. Individuals who are characterized as secure see themselves and others positively. These individuals are seen as having a intimate relationships and high self-esteem and they also trust others. Individuals who are classified as fearful are characterized as having low self-esteem and being socially avoidant. These individuals also have a negative view of themselves and others. Individuals who are classified as preoccupied are seen as having a negative view of themselves and a positive view of others. These individuals are characterized by high level dependencies. They try to earn the esteems of others and tend to control their interpersonal style. Individuals who are classified as dismissing are seen as having a positive view of themselves and a negative view of others. These individuals have high selfesteem and try to control their relationships. They have low ability to have intimate relationships and try to suppress their emotions. They not only do not trust others to help but also do not help others.

The preoccupied attachment style identified by Bartholomew and Horowitz (1991) is equivalent to the anxiety/ambivalence attachment style identified by Hazan and Shaver (1987). The avoidant attachment style of Kazan and Shaver was classified as fearful and dismissing attachment styles in the model of Bartholomew and Horowitz (1991).

Although no agreement on the definition of loneliness is available, it can be defined as an emotion which is evoked when the social relationships of an individual are extremely deficient both qualitatively and quantitatively (Peplau & Perlman, 1982). Loneliness is composed of negative emotions such as trouble and distress (Jones, Freemon, & Goswick, 1981; Russell, Peplau & Cutrona, 1980). Weiss (1974) pointed out the existence of a link between attachment theory and loneliness. Weiss (1989) defined loneliness as an anxiety situation which arises when the individual is separated from his/her attachment figure.