The role of affect regulation and mentalizing in mediating the attachment-epistemic trust relationship. Differences between junior and senior students…Who is at risk?

Abstract

AbstractResearch on emotional factors and mental health in higher education has gained traction. Much attention has focused on first-year students as a potentially at-risk group, though some studies suggest that all students might face similar risks. This study examines differences between junior and senior undergraduates in terms of mentalizing, emotion regulation (ER), and psychological mindedness. These constructs relate to understanding one’s own and others’ mental states, potentially mediating the relationship between attachment and epistemic trust (ET). The current study includes 460 undergraduate students, most of whom are female (96%). Results show that senior students score higher on reappraisal, certainty, and interest/curiosity compared to junior students. However, these factors did not mediate the relationship between anxious attachment orientation and ET. Certainty and interest/curiosity mediated the relationship between avoidant attachment orientation and ET, suggesting similar mediation patterns for junior and senior students. On the other hand, suppression and uncertainty/confusion were critical mediators in the relationship between insecure (anxious and avoidant) attachment orientations and epistemic trust. These findings are discussed within the framework of attachment and mentalizing literature, along with relevant connections to educational studies.