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 Technium Social Sciences Journal
Vol. 33, 430-455, July, 2022
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The relation between attachment styles and self-esteem in

adolescents

Călin Mariana Floricica1, Sandu Mihaela Luminita2, Precup Iuliana Ioana3

1,2
Ovidius University of Constanta, Faculty of Psychology and Educational Sciences,
3
Independent researcher
[email protected] 1, [email protected] 2

Abstract. Adolescence is a unique period in the life of an individual who goes through certain changes
and acquires different experiences that help him on his way to adulthood. During this period, young
people form their personality, behavior and have a different view of the things around them. There are
also different concepts that influence their development and implicitly their maturation. In the present
study the two concepts that we have chosen to analyze in this period of adolescence are self-esteem
and attachment. Self-esteem that influences the opinions of young people in several aspects of their
lives and attachment that is formed in the first year of life and that affects relationships and the way in
which they attach themselves to people depending on the type of attachment prevailing. The motivation
for choosing the subject started from the idea that a type of attachment that has a great influence in an
individual's life on how they form relationships throughout their lives can also have an influence on
self-esteem that spans several aspects of an individual's life. They have specific characteristics for each
type of attachment and level of self-esteem. The purpose of the study is to see if there is a relationship
between attachment type and self-esteem and if self-esteem is influenced during the teenage period by
the attachment that young people hold.

Keywords. relationship, attachment, style, self-esteem, teenagers

1. Adolescence – general aspects

1.1.Definition of the teenage period
Adolescence is seen as the period of life that represents the transition from childhood to
adulthood and adult life respectively. During this period, most of a person's biological, cognitive,
psychological and social characteristics change in an interdependent manner from what is
considered childish to what is considered an adult. (Lerner et al, 2010). Although it is said that
adolescence is a period of great changes, there are several ways to characterize changes in
adolescence. In one perspective, the developmental events of adolescence represent a "step" to
adulthood. Hormonal levels, cognitive ability and social experiences change during adolescence
from childhood to adult forms. Once transformed, these factors stabilize for much of adulthood. In

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this view, adolescence is a portal to adulthood, and adjustment during this period represents
adaptation to the change from child to adult that takes place (Rosenblum&Lewis, 2003).
The period of adolescence is a process in which physical, mental, emotional, social,
cultural, moral, professional, self-esteem-related and identity-related developments occur
(Yılmazer, 2013 apud Özdemir et al, 2016). The early vision of adolescence was that it is a moment
of emotional turmoil through: conflicts with parents, mood and antisocial behavior. Hall considered
adolescence to be a new birth because it was during this period that the higher and more completely
human traits were born. Anna Freud believed that adolescence has a biological basis and stated that
"To be normal during adolescence is in itself abnormal" (Hall, 1904, Freud, 1958, p. 267 apud
Hardman et al, 2013). With adolescence comes puberty. It involves a series of biological events
that lead to an adult body size and sexual maturity. Puberty is set in motion with the help of sex
hormones, androgens and estrogens (Hardman et al, 2013). Although they are not exactly the same,
adolescence and puberty can be used interchangeably. Adolescence involves the psychosocial
development of children, while puberty involves their physical and sexual development (Özdemir
et al, 2016).
From a developmental perspective, adolescence is both an interesting and a challenging
process. On the physical level, the adolescents' bodies mature, in the cognitive plane they begin to
think and see the world in new and different ways and on the social level, the change of
relationships with family, colleagues and friends intervenes, and the latter have an important role
in shaping their experiences. Regarding the developmental process of adolescence, a factor to be
taken into account is the cultural one, so that a development that is considered normal and healthy
in one culture can be viewed in another way through the prism of another culture. For example, a
young Asian who begins to question the values of his parents may be viewed differently by Western
cultures than by Eastern ones. Western culture may regard this movement as a healthy and normal
emotional development, while Oriental culture may find it dangerous and pathological. The
experience of adolescence, how long it lasts and its impact on further development and well-being
are influenced by the way a particular society thinks about young people, by the demands and
pressure it puts on them, and by what rights and opportunities it offers them as they make their
journey into adulthood (Hazen et al 2008; Hardman et al, 2013). Although it was considered by
some authors that adolescence is a very tumultuous and stressful period, Steinberg & Morris
believed that most adolescents face the challenges of this period without developing social,
emotional difficulties or serious behaviors (2001).

1.2. Puberty and physical development in adolescence

From a biological perspective, the beginning of adolescence is marked by the onset of
puberty. Physical changes in puberty are triggered by increased sensitivity to various hormones
that lead to increased release of androgens and estrogens. Hormonal changes cause a process of
rapid physical changes in height, weight, body shape and genital development (Hazen et al 2008).
Puberty is a dynamic and continuous process until the end of adolescence, this development is
affected by various genetic and environmental factors such as: nutrition, living conditions, socio-
economic conditions, geographical conditions, etc. (Okyay & Ergin, 2012 apud Özdemir, 2016).
Puberty is a period of extraordinary growth, usually it occurs from the age of 11 in girls and 13
years in boys, although there may be considerable individual variations (Gowers, 2005). This

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includes the development of primary sexual characteristics: ovaries, testicles and the development
of secondary sexual characteristics: pubic hair growth, genital and breast development. In general,
the development of secondary sexual characteristics begins in girls with breast development
followed by the development of pubic hair, while boys begin genital growth with an increase in
testicular volume followed by the appearance of pubic hair. Girls tend to mature physically earlier
than boys by about 18-24 months (Susman & Dorn, 2012). Around the age of 12-13, girls
experience their first menstruation, they generally have discussions about menstruation with their
mother or another confidant (Hardman et al, 2013; Gowers, 2005).
Puberty is experienced very differently between the sexes. Especially in girls, pubertal
onset does not give them some social prestige so girls who develop earlier are not popular among
their female peers and are more likely to mingle with older teenagers. In contrast, boys who develop
earlier are perceived more positively by peers and develop a better self-image, those who develop
later are less popular among peers and adults (Gowers, 2005). The changes of this period offer
adolescents a new body, a new personality and a new identity. The way they go through during this
period positively or negatively affects their outlook on life. Adolescence is a dynamic period in
which physical, cognitive and social developments take place, but although adolescents appear as
adults during this period they do not have the ability to think and behave like an adult (Özdemir et
al, 2016).

1.3.Cognitive development in adolescence

The term "cognitive" is used to refer to those aspects of the mind related to the acquisition,
modification and manipulation of knowledge in particular contexts (Bjorklund, 1999 apud Byrnes,
2003). As children enter adolescence and go through this period, they face many challenges and
opportunities that can lead to improved social, emotional and intellectual skills, but if adolescents
do not have access to important resources, little progress is made (Byrnes, 2003). Much of the
modern thinking about cognitive development in adolescence has its roots in the work of Jean
Piaget (1896-1980). According to Piaget, adolescence marks a transition from the concrete methods
of solving problems during the concrete operational stage characteristic of younger children, to a
greater capacity of abstraction and flexible solving of the problems that characterize the formal
operations. In the formal operational stage, usually defined as from the age of 11, the adolescent
develops the ability to think hypothetically and to generalize from empirical observations and to
develop abstract concepts that serve to guide future decision-making (apud Hazen et al, 2008).
Piaget helps psychologists understand the cognitive development of adolescents by focusing
attention on what may or may not be understood during adolescence, namely, he argues that
adolescents build their own cognitive worlds. They are affected by the physical development of
their brain but are aware of the information they receive from the environment. The cognitive
development of adolescents develops from feeling and observing in childhood, to the representation
of the world with images, drawings or words between ages 2 – 7 years, to a period of being able to
think concretely about phenomena between ages 7 to 11 years to the adolescents' ability to apply
what they have acquired, to think logically and to interpret abstract concepts. In general, this last
stage takes place between 11 and 15 years (Hardman et al, 2013). Adolescents' reasoning and
decision-making skills are increasing, however, they are more likely to engage in risky behaviors,
which calls into question their decision-making skills and how advanced they are. The image of

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cognitive development in adolescents is mixed so that there are important advances but also certain
limitations remaining (Wigfield et al, 2005).

1.4.Emotional development in adolescence

During adolescence, young people experience for the first time the chemistry of the body,
the knowledge and the physique of an adult. Changes in cognitive and bodily state first occur in
adolescence then persist in adulthood. The novelty of these phenomena and the inexperience of
adolescents when they appear for the first time make the adolescent experience unique and different
from that of adults (Rosenblum & Lewis, 2003). Lewis and Brooks-Gunn have researched the
emergence and development of emotions in childhood so that these previous developments have
created the basis for emotional life as young people enter their teenage years. In the first year of
life, infants develop and express the six main emotions: interest, joy, disgust, sadness, anger and
fear. As children go through different stages, more complex emotions such as pride, embarrassment
or shame appear (apud Rosenblum & Lewis, 2003). Emotional development during adolescence
involves the feeling of realistic and coherent identity in the context of relating to others, coping
with stress and managing emotions. Erikson (1968) believed that identity establishment was a
primary process during adolescence and that they have the cognitive ability to consciously sort out
who they are and what makes them unique. In time, however, it has been found that the formation
of identity does not begin and does not end during adolescence. Identity includes two concepts:
self-concept and self-esteem. The concept of self represents the set of beliefs that a teenager has
about himself, it can include beliefs about one's attributes, for example: intelligent, short; roles and
objectives, the career you want or interests, values and beliefs, religious or political. Self-esteem is
the assessment of how one feels about the concept of self, how much we approve of the self
perceived as a whole. It develops uniquely for every teenager and there are many different parts of
self-esteem that may be possible throughout adolescence (apud American Psychological
Association, 2002.)
Dr. Deborah Yurgelun-Todd compared magnetic resonance images of adults and
adolescents to demonstrate how cognitive development does not occur simultaneously with
emotional development in adolescents. Unlike the adult brain, where the limbic area of the brain,
which is the center of emotion, as well as the prefrontal cortex, which is the center of judgment and
reasoning, show changes when viewing images that express fear, in the adolescent's brain after
seeing the same images, there were changes only in the limbic area of the brain and no change or
activity in the area of the prefrontal cortex. This emotional-cognitive asynchrony can result in
adolescents misinterpreting the feelings and emotions of others (apud Sanders, 2013). The
emotional experiences that adolescents experience from one moment to another are limited during
development, but the emotional abilities developed during adolescence are considered to be
persistent until adulthood where they are a fundamental element for the proper emotional
functioning of adults (Rosenblum &Lewis, 2003).

1.5. Psychosocial development in adolescence

The psychosocial development that takes place during this period can be characterized as
developmental tasks that emphasize the development of autonomy, the establishment of identity
and the future orientation. The first stage of adolescence development is the establishment of

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autonomy and occurs when the adolescent strives to become emotionally and economically
independent of his parents. It begins during early adolescence between the ages of 12 and 14 and
is characterized by the formation of groups of people of the same sex, with little interest in family
activities and parental advice. During this time, adolescents become concerned about how they
appear for others and the group is becoming more and more important having a strong influence
on the adolescent's development (Sanders, 2013). Groups can be both positive and negative
influences, they have the role of satisfying adolescents' need for identity formation, belonging, self-
esteem and information. Harry Sullivan is the one who researched and focused on the nature and
importance of friendship for teenagers so that he believes that people need social acceptance,
intimacy, tenderness and friendship teaches young people the skills to support them in a long-term
commitment such as relationships. Sullivan says the need for intimacy and sharing private thoughts
intensifies during adolescence, which makes young people look for close and trusted friends (apud
Hardman et al, 2013).
In the second stage, the teenager begins to search for a new identity by involving the group.
The new emotional connections with the group fill the psychological void left by the abandonment
of childhood dependence on parents, adolescents participate in various group activities that
strengthen the feeling of separation and facilitate emotional separation from parents. Adolescents
can change their fashion style, hairstyle, behavior in order to integrate into the group of friends and
to differentiate themselves from their parents and other adults (Koroluk, 2017). Identity
development is a process that continues into adulthood and the teenager tries to decide who he is
or wants to become, Erikson called this concept an "identity crisis" (apud Gowers, 2005). The last
stage of psychosocial development of adolescents is the capacity of future orientation that usually
occurs in late adolescence between the ages of 18 and 21. Young people have gained the cognitive
maturity necessary to develop realistic goals related to their vocation or future career, have
developed a sense of self-identity, are independent and expect to be treated as adults (Sanders,
2013).

2. Attachment theory
Attachment theory focuses on the notion that emotionally responsive care, including love
and care from the primary caregiver, is essential for healthy and normal development. John
Bowlby, the founder of attachment theory, used the term "attachment" to describe the emotional
connection between the infant and the primary caregiver through the pattern of interaction that
evolves over time. He was among the first to notice the negated effect of the lives of poor families
and the lack of consistent care on the development of young children. As a result of his work with
hospitalized and homeless children in the 1940s, he suggested that for a child to be able to develop
normally and healthy, it is necessary for him to have a close, warm and consistent relationship with
his mother or another permanent caregiver (apud Roth-Hanania & Davidov, 2004). The purpose of
this theory is to explain the role that several close relationships throughout life play in promoting
healthy development and adaptation. Mary Ainsworth, Bowlby's collaborator, laid the groundwork
for attachment research, demonstrating how the child forms an attachment bond with the caregiver
in the first 12 months of life. This bond is established by the age of 1 year and infants show its
importance through sadness when separated from the caregiver and through joy at reunification
(apud Kobak & Madsen, 2011). The main function of the attachment system during childhood is

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to maximize the safety and protection of the developing infant. Infants are predisposed to emit
behaviors that promote closeness to caregivers especially during periods of suffering, this in turn
giving the infant protection and safety (Bowlby, 1969/1982 apud McElhaney et al, 2009). Over
time, infants develop cognitive representations of their relationships with others based on their own
experiences of attachment. These representations are known as "internal working patterns", they
continue to develop and are modified by the experiences of other close relationships throughout
childhood and adulthood. Bowlby and other theoriticians argue that the ways in which adult
individuals form close and intimate bonds with other individuals are influenced by the patterns of
relationships with primary caregivers established in childhood. This is the fundamental principle
of attachment theory, namely that the security or lack thereof, experienced in the child-parent
relationship, forms a template for the model of interpersonal relationships that the child experiences
throughout life (Bowlby, 1977; Shneider et al., 2001 apud Wilkinson & Parry, 2004). Bowlby
believes that the attachment bond becomes a "connected partnership of goals" and is essential to
understanding how adolescents maintain and reengabit their attachment relationships. This phase
of the attachment relationship begins in early childhood and continues through adolescence and
adulthood. The transition to this phase is based on the child's growing cognitive and linguistic
capabilities and fundamentally changes the way the child monitors access to his caregiver and the
way in which the attachment relationship is maintained (Kobak & Madsen, 2011). Thus, the
increase in cognitive, emotional and behavioral maturity during adolescence dictates that young
people are less likely to experience conditions that activate their need for a caregiver (McElhaney
et al, 2009). In adolescence, as young people gain autonomy, they are increasingly able to take
risks and make decisions in contexts that are not supervised by their parents or other adults. The
role of the parent as an attachment figure is based on his ability to monitor the whereabouts of the
adolescent and to detect potential engagement in dangerous or problematic activities. Monitoring
the activities, safety and well-being of the child becomes a primary aspect of the role of the
caregiver during adolescence. In relationships that work well, communication is open and the
parent rarely has to intervene directly in the adolescent's activities or decision-making (Kobak &
Madsen, 2011).
Attachment relationships play an important role throughout the life cycle. Although the
behavioral markers specific to attachment change, their function remains the same. During needs,
infants, older children and adults seek comfort and support from significant others who are
considered more able to cope with these situations. As individuals mature, new attachments are
formed, but early attachment relationships remain important because they are believed to have an
effect on subsequent behavior and close relationships (Roth-Hananiah & Davidov, 2004). As
several researchers have analyzed, it is considered that adolescence is an important period from the
perspective of attachment theory so that the capacities that develop in adolescence promote the
progressive consolidation of the internal working patterns of attachment and their integration with
concrete interpersonal experiences. The increasing interest and participation of adolescents in
romantic relationships lay the foundations for the transformation in the attachment system, namely
the transition from the unilateral search for security from parents to the mutual search and ensuring
the security of romantic partners (Diamond & Fagundes, 2008).

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3. Self-esteem
3.1.Definition of the concept
The concept of self-esteem is pervasive in contemporary life, it is a general assessment of
the dignity of the individual expressed through a positive or negative orientation towards him.
Interest in self-esteem began to develop steadily in the 1970s because of research suggesting that
low self-esteem is linked to various social problems such as unemployment, drug abuse, failure and
violence. In 1980, the California Task Force conducted a "self-esteem movement" to promote self-
esteem and personal and social responsibilities, which focused on california citizens in the hope
that this would reduce the social problems affecting the state at the time (Jordan et al, 2015).
Rosenberg (1965) is among the first researchers in this field to assert that self-esteem refers to a
positive overall assessment of the self and that high self-esteem lies in the fact that an individual
respects himself and considers himself worthy. Sedikides and Gress consider that self-esteem refers
to the individual's perception or the underlying assessment of one's own self-worth, the feelings of
self-esteem and self-confidence and the extent to which the individual holds positive or negative
conceptions of oneself. Self-esteem is considered to be related to personal beliefs about skills,
abilities and social relationships (apud Ahmed, 2016). Harter (1999) considered that self-esteem
is the degree to which an individual evaluates positively or negatively, often including comparing
oneself with others. Individuals can evaluate themselves differently in different areas and the
influence that each field has on self-esteem depends on how important this area is for the individual.
For example, while the individual positively evaluates their academic performance, they can
negatively assess their physical appearance. Decreased self-esteem is considered to develop when
an individual is considered unsuccessful or incompetent in a valuable area of life (apud Schreck &
Conelea, 2018). William James (1890) suggests that global self-esteem reflects an average of
specific self-assessments, moderated by their subjective importance to the individual, also self-
assessments specific to different fields are influenced in turn by global self-esteem. Thus,
individuals with a higher self-esteem see their specific attributes more positively, partly because of
their own self-level. In turn, self-esteem is distinguished from the concept of self in that it is usually
regarded as reflecting self-feelings and not self-knowledge that is represented by the concept of
self (apud Jordan et al, 2015). Self-esteem theorists have suggested the idea that self-esteem is a
dynamic and changing construct. William James (1983) regarded self-esteem as the ratio of one's
own claims to successes so that in order to increase self-esteem, successes must increase or claims
must decrease. Rosenberg asserted that self-esteem is a positive assessment of the self, thus, by
combining the perspectives of the two theorists one can come to the idea that a positive assessment
of the self results from being more successful than expected, while a negative evaluation comes
from having fewer successes than one expected. The conclusion of this idea is that self-esteem is
not constant over time, but is dynamic and changes according to one's successes and expectations.
Thus, a person with a high self-esteem, who is successful in life but who can be suddenly dismissed
from work will experience a decrease in self-esteem and will rehabilitate himself after finding a
new job (apud Baldwin & Hoffmann, 2002). Self-esteem is associated with two of the traits of the
Big Five, namely extraversion and neuroticism. Extraversion is defined by a higher degree of
sociability, assertiveness and conversation, while neuroticism refers to the degree of emotional
stability, impulse control and anxiety (Miller, 1991 apud Komarraju et al., 2011). Individuals with
a high self-esteem tend to have low scores in neuroticism and high in extraversion as opposed to

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those with low self-esteem. Individuals with low self-esteem are more sensitive to rejection, may
have an anxious attachment, depression and social anxiety (Wood & et al., 2015 apud Wood &
Forest, 2016). According to several opinions, it was believed that high self-esteem leads to success
in life, while low self-esteem leads to juvenile delinquency, drug use, crime and low achievements.
Baumeister and his collaborators (2003) analyzed self-esteem research and did not support this
idea, concluding that self-esteem does not predict these results and the evidence they analyzed
suggested that a low self-esteem is as likely to be successful academically and professionally as a
high self-esteem. Also, individuals with low self-esteem are no more likely than those with high
self-esteem to be criminals or drug users (apud Wood & Forest, 2016). Brown, Dutton and Cook
(2001) observed three ways in which the term self-esteem is used, namely global self-esteem, self-
assessment and feelings of self-worth (apud Ahmed, 2016).
The concept of self-esteem is most commonly used to refer to how people feel
characteristically about themselves. Many psychologists call this form of self-esteem, global self-
esteem, because it is relatively sustainable both in situations and in time (Brown et al, 2001). It
refers to a positive or negative orientation towards oneself and an attitude of approval or
disapproval. A high self-esteem is characterized by a strong generalized placer and self-esteem
while a low self-esteem is characterized by feeling positive, mixed or ambivalent environments
towards oneself, or in extreme cases, by antipathy towards oneself (Rosenberg, 1965 apud Brown,
2014). Certain researchers, including Coopersmith, 1965; Crocker & Park, 2004 adopted a
cognitive approach and assumed that global self-esteem is a decision that people make about their
value as a person. While Brown & Marshall, 2001, 2002 considered that emotional processes
underlie self-esteem and define it as a sense of affection for oneself that is not derived from rational
processes and judgment. Although each of the researchers of self-esteem has formed their own
opinion about this concept, over time it has been proven that global self-esteem is stable throughout
maturity having a genetic component related to temperament and neurotism (apud Brown&
Marshall, 2006).
Self-assessment differs from overall self-esteem in many respects, they are less
comprehensive than overall feelings of personal worth and tend to be more malleable and sensitive
to variations in external circumstances (Brown, 2014). The second way in which self-esteem is
used is about how people evaluate their various skills and attributes. For example, a person who
doubts his or her ability at school may have an increased academic self-esteem and a person who
thinks he is good at sports may have a high athletic self-esteem. This mode of self-esteem is referred
to as self-assessment because it refers to the way in which people evaluate their abilities and
personality characteristics or physical attributes. Thus, a person may have different levels of self-
esteem in different areas (Brown& Marshall, 2006).
The third way in which self-esteem is used refers to temporary emotional statures,
especially those that arise from a positive or negative outcome, people refer to these feelings when
talking about things or experiences that strengthen them or threaten their self-esteem. William
James (1890) defined these emotional states as feelings of self or self-worth, which follows that on
the positive side we can be proud or satisfied with ourselves, while on the negative side we can feel
ashamed or humiliated (apud Brown et al, 2001). The difference between global self-esteem and
feelings of self-worth is that global self-esteem persists while feelings of self-worth are only
momentary and temporary (Brown& Marshall, 2006).

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3.2. Development of self-esteem in adolescents

Adolescence is a crucial and critical period in the development of the individual, it is the
transition period between childhood and adulthood and the esteem plays an important role for
development during this period (Minev et al, 2018). Harter (1999) stated that self-esteem in
adolescence is multidimensional, complex and multifacet in its basic structure. DuBois believes
that to describe self-esteem in adolescents it is not enough to know how a teenager feels about
himself but if he is satisfied with himself and in other specific areas such as academic performance
relationships, physical appearance etc. (apud DuBois, 2003). Santrock (1986) noted that during
adolescence there is an increase in self-awareness that makes adolescents understand the concept
of self much better, but this understanding is not fixed but changes as young people face different
life experiences (apud Baldwin&Hoffmann, 2002). Self-esteem is a fundamental component of
self-awareness and therefore occupies a key place in the structure of young adolescents because it
is related to mental health and the definition of life objects. The processes related to the formation
and development of self-esteem determine the connection of the relationship between the
adolescent and the surrounding world, contribute to the development of their competence and the
quality of the activities carried out (Minev et al, 2018). The formation of self-esteem involves a
long process and is correlated with the formation of self-image and self-awareness. Its evolution
also presents periods of fall especially in the transition from one stage to another, for example in
adolescence due to psychosomatic changes or at a higher age when there is a change of
responsibilities, status, tasks or even retirement. The affective model of the development of self-
esteem implies the idea that self-esteem is formed at the beginning of life in response to relational
and temperamental factors and once formed it gives people the ability to promote, protect and
restore feelings of self-worth (Ahmed, 2016). For many adolescents, feelings of self-worth can
come from the successes they have in school or at various extracurricular activities, as well as from
age-appropriate models of conduct, which generate positive validation from parents, colleagues
and other important people in their lives, for example teachers. To the extent that experiences in
these areas become established as viable routes of self-esteem, adolescents may actively seek to
continue them through additional efforts to demonstrate competence and maintain positive
relationships with others (DuBois, 2003). Huang's view (2010) about global self-esteem was that
it can change when people go through changes in their lives and that global self-esteem can increase
when people manage to cope with the developmental challenges of maturation and environmental
changes in adolescence. According to the theory of self-determination, global self-esteem develops
as a result of meeting three fundamental needs, namely, autonomy, competence and relationship.
The satisfaction of these needs depends on a supportive environment that provides the appropriate
opportunities, so for adolescents the support offered by significant others can be high and stable
during adolescence in order to meet those needs. However, some adolescents may not receive the
support they need, thus preventing them from facing developmental challenges in an appropriate
way (apud Birkeland et al, 2012). Also, Harter (2006) proposed the idea that self-esteem decreases
when passing into adolescence due to pubertal changes and a stronger emphasis on social
comparison, returning that in middle adolescence self-esteem to reach a normal level with the help
of increasing pesonal autonomy, the sense of control and greater possibilities in choosing friends,
peer groups and activities that match the adolescent's personality (apud Orth et al, 2018). It has
been proven that high self-esteem is associated with better results in mental health, i.e. a better

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ability of the individual to cope with obstacles also has a lower incidence of depression in both
adolescents and adults (Shamir, 1986; Kaplan et al 1983 apud Birndorf et al, 2005). Adolescents
have different levels of self-esteem and can be influenced by factors such as gender, ethnicity and
social class, just as they may have different levels of self-esteem in different areas. Research that
has addressed gender differences in self-esteem suggests that male adolescents have a higher
esteem than the female sex, since in adolescence a great emphasis is placed on the physical
attractiveness of which many teenage girls consider that they lack. Boys' self-esteem can be
affected by conflicting social messages. In terms of ethnicity, the available evidence suggests that
black people have a much higher esteem during adolescence and young age, and from a social point
of view middle and upper class adolescents have a higher esteem than working-class adolescents.
The explanation for this is due to the fact that young people with higher socio-economic status have
greater resources and can have advantages in more fields than the less wealthy (Act for Youth
Center of Excellence, 2003; Erol&Orth, 2011). Another area where it was considered that the self-
esteem of adolescents influences is the school performance, since it was believed that a high self-
esteem determines the adolescents to do well at school. Although there were several good reasons
for this, such as that high self-esteem causes adolescents to take on and learn from school
experiences rather than avoiding them and after a failure to be more motivated to improve their
performance, research that has measured self-esteem and school performance in adolescents over
longer periods of time has concluded that it has very little impact, or not at all on school
performance. Thus, a high self-esteem tends to be a result than a determining factor of a good
performance and what influences adolescents to have good results are the positive opinions about
themselves, for example a teenager who thinks that he is good at a subject, will have good results
in that matter (Thomaes et al, 2011).
As for the levels of self-esteem, high self-esteem refers to an extremely favorable overall
assessment of the self, to a correct, justified and balanced appreciation of one's worth and of one's
own successes, but a high self-esteem also has a negative side that can refer to an arrogant feeling,
grandiose, unjustified of superiority over others (Baumeister et al, 2003). Adolescents with a high
self-esteem approach new situations positively, have a high level of tolerance for frustration and
stress, manage to have good self-control and communicate positive feelings about themselves
(Lavoie, 2012 apud Ahmed, 2016). Various researches have suggested that self-esteem is correlated
with each of the Big Five traits so that people with a high self-esteem tend to be emotionally stable,
extroverted, conscientious and open to experience. They also tend to be more sociable, receive
more social support and experience less stress (Robins et al, 2001; Potter&Gosling, 2001; Watson
et al 2002 apud Orth et al, 2018). Baumeister, Smart and Boden (1996) stated that in addition to
the positive sides of self-esteem there is also a negative side, calling it the dark side of self-esteem.
They suggest that people with high levels of self-esteem may be conceited, arrogant or occasionally
narcissistic. Some authors consider narcissism to be an extreme form of self-esteem, so narcissists
see themselves as the center of the universe that only talks about what has to do with them (apud
Ahmed, 2016). Also, narcissists do not have the desire to establish deep and intimate connections
with others, rather, their goal is to overcome others, dominate them and use them to achieve their
own goal. When they receive the desired admiration and respect, they feel at the top of the world
and when they do not, the feelings of shame externalize them through aggression. Individuals with
high self-esteem and not taken to the extreme do not want to overcome others or use them for their

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own good but want to establish deep and intimate connections with others (Brummelman et al,
2016).
In terms of low self-esteem, it has been associated with a number of psychological, physical
and social consequences that can negatively influence the adolescent's development and its
transition to adulthood including depression, anxiety, suicide, violent behaviors and substance and
alcohol use (McClure et al, 2010). People with low self-esteem suffer from feelings of
worthlessness, inferiority and emotional instability leading to dissatisfaction with life. They also
have a negative vision and attitude towards many things, including individuals and personal
circumstances (Ha, 2006 apud Ahmed, 2016). Those with a low self-esteem feel insignificant to
others and the lack of affection and attention from others amplifies this feeling. They consider
themselves incompetent in different areas or fields and perceive others as being much stronger and
capable than them, thus resulting in ineffective communications and social conflicts that lead to a
decrease in self-esteem. To cushion emotional discomfort and escape into a world that allows them
temporary release from suffering and problems, people with low self-esteem often tend to resort to
social networks in an effort to show a different picture of themselves (Echeburúa, 2013). The
decrease in self-esteem is frequently correlated with psychiatric disorders, a low self-esteem is
considered to be an etiological factor in many psychiatric conditions but also in suicidal individuals.
Silverstone and Salsali (2003) with 957 psychiatric patients found that they all suffer from a certain
degree of decrease in self-esteem, and the lowest self-esteem was found in patients with major
depressive disorders, eating disorders and substance abuse (apud Ahmed, 2016).

4. Research methodology
4.1. Objectives
The main objective of this research is to identify if there is a relationship between the types
of attachment and self-esteem in young adolescents aged 15-19 years, high school students.
The second objective is to identify the relationship between self-esteem and the traits of
the Big Five personality.
Identifying the relationship between self-esteem and the type of anxious attachment.
Identify the relationship between self-esteem and the type of secure attachment.
Identifying the relationship between self-esteem and the type of avoidant attachment.
Identifying the relationship between self-esteem and emotional stability.
Identifying the relationship between self-esteem and autonomy.

4.2.Assumptions

1. It is presumed that there is a negative correlation between the type of anxious attachment
and self-esteem.
2. It is presumed that there is a positive correlation between the type of secure attachment
and self-esteem.
3. It is presumed that there is a negative correlation between the type of avoidant attachment
and self-esteem.
4. It is presumed that there is a positive correlation between adolescents' self-esteem and
emotional stability.

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5. It is presumed that there is a positive correlation between self-esteem and autonomy of

adolescents.

4.3. Study participants

The sample was composed of 68 subjects, students in grades IX-XII aged between 15 and
19 years. The participants come from the urban area from two high schools in Constanta County.
They were divided into two groups, namely, 30 subjects being students of the Theoretical High
School "Decebal" Constanta with the real profile and 38 subjects, students of the Theoretical High
School "George Călinescu" Constanta with the human profile. Each participant volunteered to
complete the questionnaires.

4.4.Instruments used
The tools we used were:
• Collins&Read Questionnaire (1990) for attachment detection (AAS, Adult Attachement
Scale)
• The Unconditional Self Acceptance Questionnaire (USAQ) for measuring the esteem
of
• Five-Factor Personality Inventory (FFPI) for big five personality traits

5. Research results
Assumption 1. It is presumed that there is a negative correlation between the type of
anxious attachment and self-esteem.

Table 5.2.Calculation of the normality test

Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
al al
Self-esteem ,125 68 ,010 ,958 68 ,021
Anxious
,093 68 ,200* ,983 68 ,491
attachment
*. This is a lower bound of the true significance.
a. Lilliefors Significance Correction
It is found that the self esteem variable has a non-normal distribution, sig. < 0.05 which
leads us to the application of a nonparametric method of hypothesis verification.

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Figure 1. Histogram of self-esteem Figure 2. Histogram of anxious attachment

Table 1. Calculation of the correlation between self-esteem and anxious

attachment
Self-esteem Anxious
attachment
Correlation
1,000 -,539**
Coefficient
Self-esteem
Sig. (2-tailed) . ,000
N 68 68
Spearman's rho
Correlation
-,539** 1,000
Anxious Coefficient
attachment Sig. (2-tailed) ,000 .
N 68 68
**. Correlation is significant at the 0.01 level (2-tailed).

From the analysis of the correlation table results the existence of a correlation coefficient r
= -0.539 statistically significant at a materiality threshold p = 0.000 which shows us that the
hypothesis is confirmed.

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Figure 3.The point cloud of the correlation between self-esteem and anxious attachment

Dan, Bar Ilan and Kurman (2013) conducted a study researching the link between self-
esteem and attachment during adolescence. It was conducted on a sample of 94 girls and 64 boys
high school students in the tenth and eleventh grades aged between 15-17 years. The tools used
were the Experience in the Inventory of Close Relationships (ECR, Brennan et al., 1998) for
attachment and for self-esteem was used The Rosenberg Scale with 10 items (Rosenberg, 1965).
The results of the study indicated that there is a negative correlation relationship between self-
esteem and the type of anxious attachment and that it is associated with a low level of self-esteem
(apud Dan, Bar Ilan& Kurman, 2013).
In the present study, following the analysis of statistical data, the link between the type of
anxious attachment and the self-esteem indicates a negative correlation that results in the
confirmation of the hypothesis and which means that when the self-esteem scores increase, the
scores of the anxious attachment decrease. Attachment is the emotional connection between an
infant and the primary caregiver. Once the type of attachment is formed, it persists over time and
can also affect the influence of future relationships and other aspects of life. Self-esteem, on the
other hand, is the assessment of an individual on one's own person, but this is a dynamic construct
that spans several areas, for example, an individual may be satisfied with his academic performance
but not with his physical appearance, or vice versa. The level of self-esteem can positively or
negatively affect an individual's quality of life depending on whether it is high or low. In the present
study, the adolescents who obtained high scores on the self-esteem variable, obtained low scores
on the anxious type of attachment. Adolescents with an increased self-esteem have a positive
opinion about themselves, communicate much better with close people and tend to be more sociable
than people with a low self-esteem who are more withdrawn and do not have very well developed
social skills. Also, adolescents with a high self-esteem tend to have healthy relationships and leave
much faster when they do not feel valued.
As for the adolescents with an anxious type attachment, which belongs to the non-
exhaustive category of attachment, they are predisposed to engage in risky behaviors, to present

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behavioral problems and difficulties in emotional regulation. Adolescents with such an attachment
consider that they are not worthy of being loved and do not have a good opinion about them, which
directly leads to having a low self-esteem in certain aspects of their lives because they cannot see
themselves in a positive image. At the same time, they have a constant fear that they will be
abandoned by close people and remain in unhealthy relationships because of the negative opinion
they have of them. Adolescents with anxious attachment are people who have a low level of self-
esteem because they have a negative attitude towards themselves, end up depending on others and
can be easily influenced. Thus, the adolescents in the present study who obtained high scores on
the self-esteem variable have positive characteristics about themselves, including about the world
around them because their relationships are much more satisfying and they are more likely to have
a style of attachment from the secure category than an anxious attachment from the non-consecutive
category. Therefore, as a result of the above and the statistical analysis, it results that the hypothesis
is confirmed and between the anxious attachment and the self-esteem there is a negative correlation
relationship.
Assumption 2. It is presumed that there is a positive correlation between the type of
secure attachment and self-esteem.

Table 2. Calculation of the normality test

Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
al al
Self-esteem ,125 68 ,010 ,958 68 ,021
Secure attachment ,144 68 ,001 ,961 68 ,032
a. Lilliefors Significance Correction

It is found that the two variables have a non-normal distribution, which leads us to the
application of a nonparametric method of hypothesis verification.

Figure 4. Histogram of self-esteem Figure 5. Histogram of the secure attachment

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table 3. calculation of the correlation between self-esteem and secure attachment

Self-esteem Secure
attachment
correlation
1,000 ,461**
coefficient
Self-esteem
sig. (2-tailed) . ,000
n 68 68
spearman's rho
correlation
,461** 1,000
coefficient
Secure Attachment
sig. (2-tailed) ,000 .
n 68 68
**. correlation is significant at the 0.01 level (2-tailed).

From the analysis of the correlation table results the existence of a correlation coefficient r
= 0.461 statistically significant at a materiality threshold p = 0.000 which shows us that the
hypothesis is confirmed.

Figure 6. The points cloud of the correlation between self-esteem and secure attachment

Following the processing and interpretation of the statistical data, it turned out that the
hypothesis with the number 2 is also confirmed that, between the self-esteem and the type of secure
attachment, there is a positive correlation. Foster, Kernis and Goldman conducted in 2007 a study
related to self-esteem and attachment types on a sample of 97 young people aged 18 years. They
used the Rosenberg Scale with 10 items (SEI, Rosenberg, 1965) to measure self-esteem and the
Relationship Scales Questionnaire to measure attachment (RSQ, G7riffin&Bartholomew, 1994).
One of the results of the study was focused on self-esteem in correlation with secure attachment
which indicated that a high level of self-esteem was associated with attachment of this type. In
support of the study, Mikulincer and Shaver (2005) affirm the idea that secure attachment is an
important factor for a high and stable self-esteem, as self-esteem levels have positively correlated

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with the characteristics of secure attachment. Thus, a high level of self-esteem is related to
representations of secure attachment (apud Foster, Kernis&Goldman, 2007).
Both high-level self-esteem and secure attachment, the only one that falls into the safe
category of attachment, have positive and similar characteristics on several aspects of life. Thus,
the adolescents who had a healthy development and a caregiver receptive and attentive to their
needs in the first year of life developed this secure attachment style. They are also more likely to
have an increased level of self-esteem and a more positive self-image. Adolescents with a secure
attachment are more open and communicate more effectively with close people, they are described
as warm and loving, they trust themselves and the people around them and they do not think that
they are not loved or that they can be abandoned. They also have more satisfying relationships than
those with nonsecure attachments and resolve their conflicts much faster. At the same time, a high
self-esteem has positive characteristics on several aspects of life just like the secure attachment,
adolescents are much more sociable, make friends much easier and communicate more openly with
the people around them. The secure attachment style helps to develop a high level of self-esteem
because the characteristics of the two variables resemble each other and both attachment and self-
esteem have positive characteristics that help the individual in certain aspects of life.
Thus, the adolescents in whom the secure type attachment predominates and who have
obtained a high score at the self-esteem variable have a positive image of themselves, have a more
positive vision of the problematic situations and throughout life they develop healthy and satisfying
relationships with those around them. Hypothesis number 2 is confirmed resulting in the fact that
between the secure attachment and the self-esteem there is a positive correlation and both variables
have high scores.

Hypothesis 3. It is presumed that there is a negative correlation between the type of

avoidant attachment and self-esteem.

Table 4. Calculation of the normality test

Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
al al
Self-esteem ,125 68 ,010 ,958 68 ,021
Avoidant
,116 68 ,023 ,972 68 ,135
attachment
a. Lilliefors Significance Correction

The two variables have a sig. < 0.05 which shows that the distribution is non-normal and
we will have to apply a nonparametric method of hypothesis verification.

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Figure 7. Histogram of self-esteem Figure 8. Histogram of avoidant attachment

Table 5. Calculation of the correlation between self-esteem and avoidant attachment

Self-esteem Avoidant
attachment
correlation coefficient 1,000 ,552**
Self-esteem sig. (2-tailed) . ,000
spearman's n 68 68
rho correlation coefficient ,552 **
1,000
Avoidant
attachment sig. (2-tailed) ,000 .
n 68 68
**. Correlation is significant at the 0.01 level (2-tailed).
The analysis of the correlation table results in the existence of a correlation coefficient
r=0.552, at a materiality threshold p=0.000, which results that the hypothesis is confirmed.

Figure 9. The points cloud of the correlation between self-esteem and avoidant attachment

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Although there are not very many studies that specifically research the link between self-
esteem and avoidant attachment in adolescents, Dan and collaborators in their study of adolescents
on nonsecurisive attachments and self-esteem, state that an unsecure attachment is related to a low
level of self-esteem (Dan, Bar Ilan& Kurman, 2013).
In the present case, avoidant attachment falls into the category of non-consecutive
attachment and presents a negative correlation with self-esteem, which means that once the level
of self-esteem is increased, the level of avoidant attachment is low. Adolescents with such an
attachment do not have a positive image about the world around them, they find it difficult to trust
people and they always tend to be alone not to have connections with close people, which is why
they leave the family environment much faster for various reasons. They do not seek stable
relationships and do not want to emotionally approach other people because they prefer isolation
and loneliness and consider that they do not need to feel age-specific emotions, so they avoid such
connections. The friendship or intimate relationships they make during adolescence are superficial
and only for their different objectives. Also, adolescents with avoidant attachment tend to focus
only on themselves and their own needs without showing interest in others.
Regarding the levels of self-esteem, adolescents with a low self-esteem are pessimistic
people, who see the things around them in a negative way, they are dissatisfied with different
aspects of their lives but also with their own person. They also find it difficult to trust the people
around them and they are always on the alert, which is why they isolate themselves from others
and prefer as few social contacts as possible. In many cases they do not have beneficial relationships
with those around them and not because they do not want to but because they do not feel
comfortable, so they prefer solitude and avoid engaging in different relationships. There are these
similarities between the avoidant attachment style and the low level of self-esteem, it is more likely
that adolescents will obtain a low level of self-esteem to this prevailing style of attachment. On the
other hand, adolescents with high self-esteem have positive characteristics, are described as
optimistic, sociable, lively and are not afraid to come into contact with the people around them
because they trust them and prefer to have healthy and deep relationships. Taking into account
these aspects of the avoidant attachment style but also of the high level of self-esteem, these two
variables cannot be in a positive connection because their characteristics differ and adolescents
with the avoidant attachment who prefer solitude and avoid social situations cannot have a high
self-esteem characterized by positivity and a better communication of feelings. As a result, avoidant
attachment style is more associated with low levels of self-esteem.
In the present study, we have hypothesized with the number 3 that between the avoidant
attachment style and the self-esteem there is a negative correlation, following the analysis of the
data and the interpretation being confirmed. Therefore, the adolescents of the present study who
obtained an avoidant attachment implicitly obtained low scores on the self-esteem variable.

Assumption 4. It is presumed that there is a positive correlation between adolescents' self-

esteem and emotional stability.

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Table 6. Calculation of the normality test

Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
al al
Self-esteem ,156 37 ,023 ,946 37 ,073
Emotional stability ,233 37 ,000 ,917 37 ,009
a. Lilliefors Significance Correction

The normality test shows that we have a non-normal distribution which leads us to apply a
nonparametric method of testing.

Figure 10. Histogram of self-esteem Figure 11. Histogram of emotional stability

table 7. calculation of the correlation between self-esteem and emotional stability

Self-esteem Emotional
Stability
correlation
1,000 ,370*
coefficient
Self-esteem
sig. (2-tailed) . ,024
n 37 37
spearman's rho
correlation
,370* 1,000
coefficient
Emotional stability
sig. (2-tailed) ,024 .
n 37 37
*. correlation is significant at the 0.05 level (2-tailed).
The analysis of the correlation table indicates a coefficient r=0.370 statistically significant
at a materiality threshold p= 0.024 which shows us that the hypothesis is confirmed.

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Figure 12. Point cloud of correlation between self-esteem and emotional stability

Robins and collaborators conducted a study that examined self-esteem and big five
personality dimensions, including emotional stability. The data were collected on the Internet from
a large heterogeneous sample of individuals that ranged from 9 to 90 years and was divided into
age groups including 14-18 years. The tools used to measure self-esteem were using the single-
item self-esteem scale (SISE) (Robins, Hendin&Trzesniewski, 2001) and personality dimensions
were evaluated using the Big Five Inventory with 44 items (BFI) (John&Srivastava, 1999). In
general, the findings suggest that individuals with high self-esteem possess different traits. In the
study presented, the results of the researchers indicated that there is a correlation between self-
esteem and emotional stability resulting in the idea that individuals with a high self-esteem,
respectively those in the group of 14-18 years tend to have a higher emotional stability than those
with a low self-esteem (Robins et al, 2001). Other researches, including Petter&Gosling, 2001;
Watson et al., 2002, states that self-esteem is directly related to personality traits, thus, a person
with a high self-esteem tends to be much more emotionally stable, more sociable and more
extroverted (apud Orth et al, 2018).
Hypothesis number 4 supports the fact that between self-esteem and emotional stability
there is a relationship of positive correlation, which is confirmed by statistical interpretations and
which represents the fact that people with a high level of self-esteem are more emotionally stable
than those with a low level of self-esteem. Emotional stability is a person's ability to maintain their
emotional balance in various stressful situations that adapt much better without being nervous,
tense or stressed. They are calmer, react much better and have a more positive view in the face of
troublesome things. Self-esteem being a dynamic construct and stretching over several areas is
directly related to the personality trait, namely emotional stability because for a person to be
emotionally stable, to cope with certain situations he must be an optimistic person, to have
confidence in his own forces and not to be afraid of failure, which results that this person has a high
level of self-esteem. In contrast, a person who is emotionally unstable is always anxious, restless,
cannot cope with stressful situations and implicitly has a low self-esteem. In the present study, the
adolescents who obtained high scores on the self-esteem variable had high scores and on the
variable of emotional stability, thus, adolescents with a high level of self-esteem are not tense in

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the face of the different difficult situations they encounter and can adapt much better, they are more
positive and more open to trying new things in the strange fear of failure, which results in being
emotionally stable and between self-esteem and emotional stability, personality trait, there is a
positive correlation relationship.

Assumption 5. It is presumed that there is a positive correlation between self-esteem and

autonomy of adolescents.

Table 8. Calculation of the normality test

Kolmogorov-Smirnova Shapiro-Wilk
Statistic Df Sig. Statistic Df Sig.
al al
Self-esteem ,156 37 ,023 ,946 37 ,073
Autonomy ,137 37 ,077 ,962 37 ,236
a. Lilliefors Significance Correction

The Kolmogorov-Smirnov normality table indicates that we have a non-normal distribution

which will make us use a nonparametric method of testing.

Figure 13. Histogram of self-esteem Figure 14. Histogram of autonomy

table 9. calculation of the correlation between self-esteem and autonomy

Self-esteem autonomy
correlation
1,000 ,609**
coefficient
Self-esteem
sig. (2-tailed) . ,000
spearman's rho
n 37 37
correlation
Autonomy ,609** 1,000
coefficient

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sig. (2-tailed) ,000 .

n 37 37
**. correlation is significant at the 0.01 level (2-tailed).

The result in the table indicates a correlation coefficient r=0.609 which results that between
self-esteem and autonomy there is a positive correlation relationship representing thus the
validation of the hypothesis with the number 5.

Figure 15. The points cloud of the correlation between self-esteem and autonomy

In 2013, Stuyck and Gonzáles conducted a case study in terms of emotional autonomy,
behavioral autonomy and self-esteem, with different meanings depending on gender and age, on a
sample of 567 adolescents aged 12-18 years. The tools they used were: PADM Behavioral
Autonomy (Bosma, 1996), Emotional Autonomy (Steinberg, 1986) and Self-Esteem (Rosenberg,
1963). The results of the study regarding the relationship between emotional autonomy and self-
esteem showed that girls emotionally have low levels of self-esteem while in boys no significant
differences were seen. As for behavioral autonomy with self-esteem, it is not associated with the
level of self-esteem of the adolescent (Stuyck&González, 2013). Although in the study of the two
emotional autonomy was associated with a low level of self-esteem and behavioral autonomy was
not associated with its level.
In the present study, following the processing and interpretation of statistical data, it has
emerged that between self-esteem and autonomy there is a positive correlation relationship, which
represents that adolescents with a high level of self-esteem also have a high level of autonomy. One
explanation why Stuyck and Gonzáles' study does not support the present study is that they have
separately analyzed two of the three types of autonomy, namely the emotional one, which refers to
the way in which an individual relates to the people around him and the behavioral one, which
refers to behaviors and the decisions an individual makes. While in the Five Factor Personality

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Inventory (FFPI) questionnaire autonomy is seen as a personality trait and represents how an
individual acts, it is not easily manipulated or influenced by other people and is independent with
all his beliefs. A person who achieves a high score of autonomy means that he is close to what he
thinks and what he does, does not allow himself to be influenced by the people around him and
supports his own opinions, is creative and acts differently than others, while a person with a low
level of autonomy does not trust his own opinions or does not have his own opinions, she is afraid
to expose her ideas and accepts to do what others tell her and is easily influenced in what she does
and/or thinks.
In terms of self-esteem, people with a high level are more optimistic, sociable, have a better
opinion about themselves, have self-confidence and have much more beneficial relationships with
those around them while people with a low level of self-esteem do not have a positive opinion
about them, they think they are inferior, have a negative attitude towards many things and in many
cases low self-esteem is associated with psychopathology. Thus, taking into account the hypothesis
5 that has been validated, adolescents with a high level of self-esteem have a high score of
autonomy because the characteristics of the two are similar and a teenager with high scores at both
variables is more independent, has confidence in himself and in the decisions he makes and is not
influenced by the opinions of others on different aspects of life.

Conclusions
The purpose of this study was to see if there is a relationship between the type of attachment
and self-esteem in adolescents. The data we have presented in the current study are results from the
analysis of the responses to the questionnaires applied on the target sample. These were the Adult
Attachment Scale (AAS), the Unconditional Acceptance Questionnaire of One's Own Person
(USAQ) and the FFPI applied to a group of 68 students in grades IX-XII aged between 15-19 years
from two high schools in Constanta. The hypotheses we have issued concern the links between
self-esteem and types of attachment and self-esteem and Big Five personality traits.
Starting from the first hypothesis, that there would be a negative correlation between self-
esteem and the type of anxious attachment, following the statistical analysis of the first hypothesis,
we found that the hypothesis with the number 1 is confirmed by identifying a negative correlation
between the self-esteem and the type of anxious attachment on the group of participants on which
the research was carried out, respectively the students from the two high schools in Constanta,
which means that the adolescents with the type of anxious attachment have a low self-esteem.
Following the second hypothesis I sought to identify the relationship between self-esteem
and secure attachment and I assumed that there is a statistically significant positive correlation
between the two variables. The results we obtained showed that the second hypothesis is confirmed
and between self-esteem and secure attachment there is a positive correlation relationship. As a
result, adolescents with this type of attachment, respectively the secure one, have a high level of
self-esteem towards adolescents with another type of predominant attachment.
Next I assumed that there is a negative correlation between self-esteem and the third type
of attachment, namely the avoidant one. The statistical analysis and their interpretation have shown
that this hypothesis is also confirmed and the correlation relationship between the secure
attachment and the self-esteem is negative, which means that the adolescents with this type of

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attachment had low scores on the questionnaire of unconditional acceptance of themselves, i.e. a
low level of self-esteem.
Moving on to the following hypotheses, namely hypotheses 3 and 4, they aim to identify
the relationships between self-esteem and personality traits, namely emotional stability and
autonomy. So we assumed that in both hypotheses we would have a significant positive statisic
correlation. The results we obtained from the statistical analyses confirmed the hypotheses resulting
in the fact that between self-esteem and emotional stability, respectively autonomy, there is a
positive correlation relationship. This means that adolescents who have a high self-esteem are much
more emotionally stable and much more independent than those with low levels of self-esteem.
Therefore, the five hypotheses of the present study have been confirmed and validated following
statistical analyses and interpretations. Thus, depending on the type of attachment, anxious, secure
or avoidant, and the specific characteristics of each one, self-esteem can be influenced and
adolescents may have a high or low level of self-esteem. We have also found that self-esteem is
also related to personality traits as a result of relationships with emotional stability and autonomy.
Regarding the limits of the research, although all the hypotheses were validated following
the processing and interpretation of the statistical data, these are the relatively small number of
participants who responded to the applied questionnaires, respectively 68 to the questionnaires for
identifying the type of attachment and the level of self-esteem and only 37 adolescents who
responded to the questionnaire with the personality traits, FFPI. It can then be considered a limit
to research and the method of testing participants as the questionnaires were distributed online and
many participants could drop out of the study for various reasons.
Therefore, we can conclude that the initial purpose of this study, namely to see if there is a
relationship between the two analyzed variables, namely the type of attachment and self-esteem, is
confirmed. The predominant type of attachment is related to the characteristics of the level of self-
esteem that adolescents have. Moreover, self-esteem can be influenced by the type of attachment
taking into account its influence on the life of a teenager, but this statement is the limit of the small
number of participants in the research. We have also identified that adolescents who are more
emotionally stable and autonomous have a higher level of self-esteem.
For future research on the relationship between attachment and self-esteem, the formation
of a group of participants from a larger number than in the present study may be considered, which
may favor the analysis of the relationship between them with meanings according to sex, age,
residence environment, region, etc., and a testing method that facilitates the completion of
questionnaires and the number of participants.

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