Examining the relationship between attachment styles, emotional intelligence, and psychological flexibility in university students

The main objective of this study is to determine whether attachment styles and emotional intelligence predict psychological flexibility. Additionally, it aims to identify the relationship between attachment styles, emotional intelligence, and psychological flexibility, and to examine the psychological flexibility levels of university students based on gender, childhood caregiver, and experiences of significant traumatic events. The research is designed as a relational (correlational) study. The study group consists of 513 students studying at universities in various provinces of Turkey, selected through a convenience sampling method based on voluntary participation. Data were collected via an online form during the 2024–2025 academic year. The participants of the study group were aged between 17 and 32. Of the total participants, 328 (64.1%) were female, 181 (34.9%) were male. To gather data, the Personal Information Form was used to assess demographic characteristics, the Three-Dimensional Attachment Styles Scale was used to determine attachment styles, the Emotional Intelligence Trait Scale – Short Form (EQTS-SF) was used to measure emotional intelligence, and the Psychological Flexibility Scale was used to assess psychological flexibility levels. The data were analyzed using a statistical software package appropriate for the social sciences. A stepwise multiple linear regression analysis was performed to examine the extent to which attachment styles and levels of emotional intelligence predict psychological flexibility among university students. In order to examine the relationship between attachment styles, emotional intelligence, and psychological flexibility among university students, a Pearson correlation analysis was performed. An independent samples t-test analysis was conducted to determine whether psychological flexibility scores differed based on gender and experience of traumatic events. Additionally, one-way ANOVA were used to investigate whether psychological flexibility levels varied depending on the identity of the primary caregiver during childhood. Data analysis revealed moderate, positive, and statistically significant correlations between psychological flexibility and the subdimensions of emotional intelligence well-being, self-control, emotionality, and sociability. A moderate positive relationship was found between psychological flexibility and secure attachment a sub dimension of attachment styles, while a moderate negative relationship was observed with anxious-ambivalent attachment. No significant relationship was found between psychological flexibility and avoidant attachment. The predictive power of attachment styles and emotional intelligence subdimensions on psychological flexibility was also examined. The emotional intelligence subdimensions of well-being, self-control, and sociability were found to predict psychological flexibility significantly, whereas emotionality did not emerge as a significant predictor. When considered together, the scores of the subdimensions of emotional intelligence and attachment styles significantly predicted psychological flexibility. Among the attachment styles, only anxious-ambivalent attachment significantly predicted psychological flexibility, while secure and avoidant attachment did not. According to the findings based on demographic variables, psychological flexibility did not differ significantly by gender or childhood caregiver. However, a significant difference was observed in psychological flexibility depending on whether the participant had experienced a traumatic event. Keywords: Attachment styles, Emotional intelligence, Psychological flexibility, University students.