<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Andrea Juhásová</style></author><author><style face="normal" font="default" size="100%">Soňa Adamičková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ATTACHMENT AS A PREDICTOR OF INTERACTIVE PSYCHOLOGICAL LITERACY: IMPLICATIONS FOR TEACHER-STUDENT INTERACTION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attachment styles</style></keyword><keyword><style  face="normal" font="default" size="100%">educational outcomes</style></keyword><keyword><style  face="normal" font="default" size="100%">interaction styles</style></keyword><keyword><style  face="normal" font="default" size="100%">psychological literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher-student interaction</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2024</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2024</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/457-1734858068.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">82</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Interactional psychological literacy is an emerging concept in educational disciplines in the contexts of understanding and effectively navigating social and emotional interactions within educational settings. Attachment theory posits that early relationships with caregivers shape an individual’s future interactions and relationship patterns. Drawing on these concepts, we were interested in whether future teachers’ attachment styles are related to their preferred modes of interaction. The aim of the research was to examine the relations between attachment and the interactional psychological literacy of preservice teachers. To achieve this aim, a survey research strategy of questionnaire instruments was used. Data were collected using the ECR-R questionnaire, which measured attachment styles, and the ISK-K questionnaire, which measured interactional psychological literacy. Eighty second- and third-year undergraduate students of Bachelor of Education in Teaching participated in the study. The findings indicate that the attachment styles of the preservice teachers are predictors of preservice teachers’ interactive psychological literacy. This implies that, among other things, it is important to pay attention to the development of interactive psychological literacy regarding relational attachment in the preparation of future teachers. These results contribute to a broader understanding of the challenges of educating and preparing future teachers for practice. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">837-850</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Walter Odera Owino</style></author><author><style face="normal" font="default" size="100%">Newton Mukholwe Asakhulu</style></author><author><style face="normal" font="default" size="100%">Jonathan Muema Mwania</style></author><author><style face="normal" font="default" size="100%">Rose Mwanza</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">ATTACHMENT STYLES AND RISKY SEXUAL BEHAVIORS IN ADOLESCENTS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">attachment anxiety</style></keyword><keyword><style  face="normal" font="default" size="100%">attachment avoidance</style></keyword><keyword><style  face="normal" font="default" size="100%">attachment styles</style></keyword><keyword><style  face="normal" font="default" size="100%">risky sexual behavior</style></keyword><keyword><style  face="normal" font="default" size="100%">secure attachment</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2021</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2021</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2021/457-1639554182.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">79</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Infection with sexually transmitted diseases and unwanted pregnancies are risks associated with adolescents’ risky sexual behavior. Mental models of attachment relationships influence behavior and may influence adolescents’ involvement in sexual activities that are risky. This study explored whether attachment styles predicted adolescents’ involvement in risky sexual behavior. A correlational study design was adopted with 367 students from public secondary schools in Nairobi County taking part in the study. The Attachment Styles Questionnaire and Risky Sexual Behavior Scale were used to collect data. Multiple regression analysis was used to determine whether secure, preoccupied, dismissing or fearful attachment styles predicted students’ risky sexual behavior. The study found that preoccupied attachment style and secure attachment style had predictive effects on risky sexual behavior. Preoccupied attachment style was predictive of greater involvement in risky sexual behavior whereas secure attachment style was predictive of less risky sexual behavior. It was evident based on the findings that secure attachment style was protective against risky sexual behavior whereas preoccupied attachment style created vulnerability to risky sexual behavior. It was recommended that special attention should be paid to adolescents with insecure attachment styles in guidance and counseling programs aimed at discouraging adolescents’ risky sexual behavior and parents/guardians should be encouraged to be more nurturing towards their children in order to encourage formation of secure attachment which was protective against risky sexual behavior.  </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">928-941</style></section></record></records></xml>