Attachment Styles, Separation-Individuation and Social Anxiety among Youth: A Structural Relationship Model

Introduction Young adulthood is a crucial developmental period marked by increasing autonomy, identity formation, and social functioning. Emotional attachment styles and separation-individuation processes have been linked to social anxiety and broader psychological functioning in this population. This study aimed to examine the associations between attachment profiles, dimensions of separation-individuation, and domains of social anxiety among university students. Methods This cross-sectional study included 250 university students (125 males and 125 females), aged 18-24, recruited from AAB College in Pristina. Participants completed the UPIPAV-R (attachment), SITA (separation-individuation), and K-GSADS-A (social anxiety) questionnaires. Four attachment profiles were identified using cluster analysis. Associations among variables were examined using correlation analyses, Bayesian t-tests (BF10), and multiple regression models. Results Four attachment profiles were identified: secure, insecure-avoidant, insecure-preoccupied, and fearful/disorganized. Compared to the secure group, insecure profiles showed higher levels across all social anxiety domains (fear/anxiety, avoidance, affective distress). Several separation-individuation dimensions, including restrictive parental control, separation anxiety, and longing for childhood, were also positively associated with social anxiety. Regression analyses indicated that unresolved family trauma, negative models of others, and separation anxiety were significant predictors of social anxiety. Discussion The findings highlight the role of attachment-related patterns and separation-individuation difficulties in understanding social anxiety among young adults and support developmental models emphasizing the importance of interpersonal experiences in psychological functioning. In particular, difficulties related to autonomy, emotional connectedness, and insecure relational patterns may contribute to increased vulnerability to social anxiety symptoms during young adulthood. Conclusion The present study contributes to a better understanding of the developmental and interpersonal factors associated with social anxiety among university students. The observed associations between attachment dimensions, separation-individuation processes, and social anxiety underline the importance of incorporating relational and emotional factors into preventive and psychological intervention strategies for young adults.