Relationship between Attachment Styles and Emotional Creativity with Academic Adaptation in Students of the Master's Degree

The purpose of this study was to investigate the relationship between attachment styles and emotional creativity with academic compatibility among female undergraduate students of Tehran university of science and research. The research method was descriptive-correlational. The statistical population was all female undergraduate students. Using the Tabachnick and Fidel formula, 120 attachment styles questionnaires (Koolin’s¡ Reed 1990) and emotional creativity (Averill 1999) and academic adjustment (Baker¡Syria 1989) were used. The data were analyzed using simultaneous regression. The results showed that emotional creativity and secure embeddedness were a positive and significant predictor of academic adjustment, but there was no significant relationship between attachment affiliation and educational adaptability. The results showed that emotional creativity and secure attachment was a positive and significant predictor of academic adjustment.