RUSSIAN LAW JOURNAL Volume XI (2023) Issue 8s

ATTACHMENT STYLES, EMOTIONAL INTELLIGENCE, AND PERCEIVED

STRESS AMONG LAW STUDENTS
1
DR. WAHIDA ANJUM, 2 DR. ZAINAB QAZI, 3DR. KASHIF AMIN,4 DR. MUHAMMAD RAMZAN, 5DR.
GULSHAN FATIMA ALVI
1. Assistant Professor/ HOD, Department of Psychology, Lahore Leads University.
https://orcid.org/0009-0003-9709-2801
2. Assistant Professor (TTS), Department of Psychology, Women Sub Campus University of Malakand.
3. Assistant Professor, Department of Management Sciences, Hazara University Mansehra
https://orcid.org/0000-0001-5126-6042
4. Assistant Professor/HOD, Department of Law, Lahore Leads University.
5. Assistant Professor, Department of Education, Lahore Leads University.

Abstract: The current study investigated the relationship between attachment styles, emotional
intelligence, and perceived stress among law students. Predictors of the perceived stress were also
investigated, including identifying the participant scores (low, moderate, and high) on the study
variables. Purposive sampling techniques were used to approach the (N = 150) participants enrolled
in the various private and government law institutes in Lahore, Pakistan. The sample size was
calculated online by using the G. Power calculator. A correlational research design and survey
method were used. The Person’s Product-Moment correlation results indicated a significant
relationship between attachment styles, emotional intelligence, and perceived stress. The
magnitude of the relationship varied from .17 to .90 (moderate-high). At the same time, the findings
of the step-wise regression analysis retained two model structures, accounting for 29% of the
variance. They indicated that attachment styles and emotional intelligence significantly predicted
the perceived stress among law students. Implications of the study were discussed in the cultural
context of Pakistan.
Keywords: Attachment styles, emotional intelligence, perceived stress, law students

INTRODUCTION AND LITERATURE REVIEW

It is not easy to understate the significance of law in society without considering preserving order
and stability, defending individual liberties and rights, and advancing justice and fairness. It caters
to control human behavior and encouragement of social advancement, stability, and economic
development. It is a liability for maintaining public safety and security, international relations and
cooperation, predictability, confidence, social cohesion, and values (Burton, 2007).
To succeed, law students must understand bankruptcy, civil, family, administrative, constitutional,
employment, intellectual property, environmental, and administrative law cases (Wizner, 2001).
Matthew (2012) explained that law students must manage their time well while juggling academic
obligations, extracurricular commitments, part-time jobs, and personal obligations. Ineffective time
management can result in stress, missed deadlines, and a lack of work-life balance. Organ et al.
(2016) found that law students frequently feel academic pressure to do well on tests, satisfy high
expectations, and retain good marks. Overwhelming pressure can lead to worry, self-doubt, and
exhaustion. They struggle financially with education fees, housing bills, and daily living expenses.
Financial limitations may make it difficult for students to access extracurricular activities,
educational resources, and opportunities for personal development (Wojcik & Edelman, 1997).
Transitioning to new environments, restrictions on work-life balance, moral dilemmas, financial
difficulties, health problems, interpersonal issues, weakened support, a lack of resources, peer
pressure, linguistic and cultural barriers, job competition, uncertainty about one's career,
technological advancements, and public perception of this profession are all challenging. According
to El-Gilany et al. (2009), medical and legal students experience high-stress levels because of their
workload, the difficulties presented by conventional teaching routines, illnesses or injuries, peer

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pressure, advancement in technology, and attachment issues resulting in low emotional intelligence,
and high level of perceived stress.
Attachment is a life-long process from birth to the end of life, defined as an emotional bond and
connectivity between individuals. Ainsworth (Allen, 2023) described the following types of
attachment: secure, avoidance, and anxious-ambivalent. Close relationships require trust and
comfort. Avoidance attachment implies independence and emotional distance. Anxious-ambivalent
attachment involves craving emotional intimacy yet dreading abandonment. These attachment types
affect lifelong partnerships (Bowlby & Ainsworth, 2013). Bowlby's attachment theory states that early
caregiving experiences determine lifelong attachment types. This hypothesis argued that infants who
receive consistent, responsive care from their carers develop secure attachments, while those who
receive inconsistent or neglectful care develop insecure attachments. Social learning theory
(Bandura, 2019) emphasizes modeling and observation in attachment-type development. This idea
suggests that children form relationships by imitating their careers. Folwarczny and Otterbring (2021)
suggest that childhood attachment types affect adult romantic relationships. Secure attachment
types are likelier to have healthy and meaningful relationships, while insecure attachment styles may
struggle with trust and intimacy. Attachment theories explain how relationships and well-being are
affected. McCarthy et al. (2001) revealed a substantial link between parent-child and adult intimate
partner attachment patterns. Early attachment experiences build emotional rules and tactics that
can last a lifetime through cognitive maps called working models. Simpson and Rholes (2017) found
that post-childhood attachment connection exploration lasts a decade. Jia and Loo (2018) reported
that 37.7% of undergraduates were stressed due to an imbalanced attachment pattern. A significant
relationship was found between attachment styles and emotional intelligence (Walker et al., 2022).
Adults with stable attachment patterns have healthier romantic relationships (Feeney & Noller,
1990). They can communicate their desires to their spouses since they are intimate. Adults who avoid
connections tend to be more autonomous and distant from others. They could avoid close interactions
and avoid making emotional connections. Anxious-ambivalent individuals need emotional connection
but worry about being rejected or left behind (Maranges et al., 2022). They could rely too much on
the approval and comfort of their relationships. According to Jamil et al. (2020), people with secure
attachment styles typically display more significant emotional quotients. They are more likely to be
more aware of both their own emotions and other people's emotions. A person's ability to effectively
detect and control their emotions may be challenging if they have an anxious or avoidant attachment
style, which may affect their emotional intelligence (Simpson & Rholes, 2017).
The capacity to identify, understand, control, and express one's own and other people's emotions is
known as emotional intelligence (EI). According to the emotional Intelligence as a Process Model,
emotional intelligence is a complex process combining intrapersonal and interpersonal skills (Mayer
et al., 2016). Self-awareness, self-regulation, self-motivation, empathy, and social skills are its five
key components. As a way to quantify emotional intelligence, Bar-On also proposed the idea of the
Emotional Quotient (EQ). The ability model is enhanced by including a hierarchical structure in the
Four-Branch Model of Emotional Intelligence (Cherniss & Goleman, 2000). Perception of emotion,
facilitation of emotion, comprehension of emotion, and management of emotion are its four
subfields. The perception branch serves as the starting point for the higher-level branches in the
hierarchical organization of these branches.
Petrides et al. (2007) discussed a Trait-Meta Mood Theory as emotional intelligence that includes the
capacity to keep track of and control one's emotions and moods. It places a strong emphasis on three
elements: emotional awareness, emotional clarity, and mood restoration. Emotional intelligence is a
set of competencies related to self-awareness, self-management, social awareness, and relationship
management by the emotional Competence Framework (Collie, 2020). It concentrates on the growth
of crucial leadership and job performance qualities. According to Mayer's (2007) Emotional Social
Intelligence Model, emotional intelligence is the capacity to recognize, utilize, comprehend, and
regulate one's own and other people's emotions. It emphasizes how cognitive and emotional processes
are integrated into social interactions. Joseph and Newman's (2010) explanation of the integrated
Model of Emotional Intelligence includes emotional literacy and emotional control. It suggests that

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emotional intelligence includes the capacity to comprehend, communicate, and effectively control
emotions. The Trait Emotional Self-Efficacy (TESE) Model, which is the focus of Pool and Qualte
(2012), refers to people's confidence in their capacity to identify, comprehend, and control emotions.
It emphasizes how crucial emotional competence is to emotional intelligence as judged by law
students to be a custodian to maintain the assets of legislation.
Emotional intelligence impacts relationships and supports networks among students and professionals
(Kanesan & Fauzan, 2019). It may improve social skills, empathy, and supportive connections. It helps
manage stress, and students may manage stress through problem-solving and emotion control. Lower
emotional intelligence impairs coping, increasing stress (Cherniss & Goleman, 2000). Puri et al. (2016)
observed an inverse connection between emotional intelligence and perceived stress in Jaipur college
students.
An individual's perception of stress is called perceived stress. Their interpretation of daily events,
situations, and circumstances determines it. Stress is a natural physiological and psychological
response to challenging events, although people react differently. Some people find situations
upsetting, whereas others do not (Cassidy, 2022). Personality, coping strategies, past experiences,
social support, and mentality affect perceived stress. Note that subjective stress may not match
objective stressor severity. High perceived stress can harm a person's mental, emotional, and physical
health. Stress can cause or worsen anxiety, sadness, cardiovascular disorders, and impaired immune
function (Lazarus, 2006). Alsaleem et al. (2021) identified a strong link between perceived stress,
smoking, low academic success, and economic concerns in students.
Lazarus and Folkman (1987) focused on cognitive evaluation in the Transactional Model of Stress. An
individual's first and secondary appraisals determine a situation's demands and resources. Perceived
stress occurs when demands surpass coping resources. The Cognitive-Mediational Theory of Stress
(Schunk & DiBenedetto, 2020) emphasizes cognitive processes in stress response. It argues that a
person's cognitive appraisal of a circumstance, such as frightening or challenging, affects their
emotional and physiological responses to stress—perceptions of control, predictability, and self-
efficacy impact stressor-stress outcomes. Social Cognitive Theory (Bandura, 1986) emphasizes social
and cognitive factors in stress perception and reaction; according to Bandura, observation,
socialization, and self-reflection shape stress beliefs and attitudes. Stress management depends on
social support, emotional intelligence, and modeling appropriate coping behaviors. According to the
hypothesis, social interactions and surroundings shape stress perception and management. Baldwin
et al. (1993) noted that attachment styles affect stress perception and response. Secure attachment
types are associated with increased emotional intelligence and lower stress (Rusk & Rothbaum, 2010).
Secure attachment types, characterized by trust, security, and comfort in close relationships, may
help people manage their emotions and stress. Insecure attachment styles, such as avoidant or
anxious, can make it difficult to regulate emotions and form close, supportive relationships, resulting
in lower emotional intelligence and higher perceived stress (Pielage et al., 2000).
Bergin and Pakenham (2015) discovered a significant association between academic pressure,
employment opportunities, work-life balance challenges, adjustment problems, and social isolation
among Australian law students. They reported that out of 481, 53% of law students were depressed,
and 54% were anxious. Researchers are studying the complex interaction between attachment styles,
perceived stress, and emotional intelligence to understand better how these factors affect each
other. In the same way, Nyein et al. (2017) reported that emotional intelligence is linked to student
coping, attachment, and stress. Therefore, it intends to investigate the attachment styles, emotional
intelligence, and perceived stress among law students studying in different government and private
universities in Lahore, Pakistan.
Objectives
1. To determine the level (low, medium, and high) of attachment styles, emotional intelligence,
and perceived stress among law students.
2. To determine the relationship between attachment styles, emotional intelligence, and perceived
stress among law students.
3. To investigate the predictors of perceived stress among law students.

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Hypotheses
1. There will be a significant positive relationship between attachment styles and emotional
intelligence, while these constructs will be inversely related to perceived stress among law
students.
2. Attachment styles, emotional intelligence, and demographic variables will predict the perceived
stress among law students.

METHODS
This study examined low, moderate, and high scores on attachment styles, emotional intelligence,
and perceived stress. It also investigates the relationship between study variables, including finding
the predictors of perceived stress among law students.
Sample
Purposive sampling was used to choose 150 participants from Lahore's government and private
universities after meeting inclusion and exclusion criteria. The sample size was calculated using the
G * Power 3 calculator—the study sample's demographic details are covered in Table 1 below.

Table 1 Personal Demographic Information of the Participants (N = 150)

Variable Categories f (%) Variable Categories f (%)

Age M = 21.46, SD = 1.891 Father Profession Private Job 110 (73.33)
Gender Men 71 (47.0) Labor 40 (26.67)
Experience of
Women 79(53.0) Yes 88 (58.88)
Romantic Love
1-4 129(86.5) No 62 (41.12)
Birth Order
5-7 21(13.5) Monthly House Hold Income PKR 50000-100000
Intimate Committed with
Siblings 1-4 82(55.0) Relationship University 53 (35.6)
Status Fellows
5-8 68(45.0) Engaged 55 (36.9)
Semester
2-4 76 (51.0) Married 7 (4.7)
A breakup
5-8 74 (49.0) 34 (23.1)
before marriage
Working 26 (17.6) Living with Parents 75 (50.0)
Mother
Non-
Profession 123 (82.6) Hostels 75 (50.0)
working
Table one shows the demographic characteristics of the participants.
Measures
The demographic information sheet, the Relationship Scale Questionnaire (RSQ), the Emotion
Regulation Questionnaire (ERQ), and the Perceived Stress Scale were used for the data collection.
Personal Information Characteristic Sheet
The demographic sheet included age, gender, marital status, family structure, monthly income,
parents' profession, personal, intimate relationship status, and living with (parent/hostels).
The Relationship Scale Questionnaire (RSQ)
The Relationship Scale Questionnaire (Gryphon & Bartholomew, 1994) consists of
A 30-item measure of adult attachment. To analyze the scores of the current sample, the factor
structure established by Zortea et al. (2019) of the RSQ was employed because several recent studies
using the RSQ either did not describe the scale's psychometric qualities. The network analysis
performed on the data from the investigations by Zortea et al. revealed the six dimensions of the
scale. (1) independence: An example statement would be, "I value independence greatly." (2)
Dependence (items 1 through 26). "I find it difficult to depend on other people" is an example item.
(3) The absence of trust (items 5, 7, 12, 17, and 27). For example, "I'm afraid I'll get hurt if I let
myself get too close to people." 4) Anxiety (9, 11, 16, 21, 23, 25, and 28). "I worry about being alone"

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is an example item. The desire for intimacy (item numbers 4, 8, 14, and 18) is another. "I want to
completely merge with another person" is an example item. Avoidance (items 3, 6, 13, 15, 20, 24,
29, and 30). The example response is, "I find it fairly simple to connect with others." It used a five-
point Likert scale, with 1 = strongly disagree to 5 = strongly agree. In the current sample, the internal
consistency of the overall scale and its subscales was considered satisfactory.
Emotion Regulation Questionnaire (ERQ)
The Emotion Regulation Questionnaire, created by Gross and John in 2003, comprises ten items and
measures participants' propensity to control their emotions in one of two ways. (1) Cognitive
Reappraisal facet (items 1, 3, 5, 7, 8, and 10; sample item: "When I want to feel more positive
emotion (such as joy or amusement), I change what I am thinking about") and (2) Expressive
Suppression facet (items 2, 4, 6, and 9; sample item: "I keep my emotions to myself."
It used a 7-point Likert-type response format ranging from strongly disagree = 1, disagree = 2, more
or less disagree = 3, neutral = 4, more or less agree = 5, agree = 6, and strongly agree = 7. Cronbach
alpha reliability of the scales on the current sample was found satisfactory.
Perceived Stress Scale
The Perceived Stress Scale (Cohen, 1983) is a one-dimensional assessment that asks about recent
stress, like "how often you have been upset because of something that happened unexpectedly." Low
stress (0–13), moderate stress (14–26), and high stress (27–40) are its three subcategories. It employed
a 5-point Likert scale, with 0 representing never, one representing practically never, two
representing occasionally, three representing pretty frequently, and four representing very
frequently. Before performing the next step, the scores for items 4, 5, 7, and 8 were reversed (0 =
4, 1 = 3, 2 = 2, 3 = 1, 4 = 0).
Procedure
The Institutional Review Board and Ethical Review Committee of Lahore Leads University has
approved the research study protocol before executing the research. Permission from the higher
authorities of different Lahore private and government universities to collect data was sought.
Written informed consent was taken from the volunteer participants after explaining the study's
purpose before collecting the data. A demographic information sheet, Relationship Scale
Questionnaire (RSQ), Emotion Regulation Questionnaire (ERQ), and Perceived Stress Scale were used
for the data collection. Data were collected in groups (in the classrooms) form and individually as
per the availability of the participants. The paper-penciled method was used for the data collection.
That took 20-25 average minutes to complete the one booklet. Questionnaires were distributed
among the participants and taken back after completion on the same day. Data were screened to
detect outliers, missing data, and patterns (floor effects, sealing effects, and others) before entering
into the software of SPSS version 24, resulting in the discarded data of thirteen participants.
Assumptions of normality were checked, descriptive statistics were used for the demographic
variables, person product moment correlation analysis was used to investigate the inter-correlation
of the study variables, and step-wise regression analysis was used to find out the predictors of the
perceived stress among law students.
Results
It was hypothesized that there would be a significant positive relationship between attachment styles
and emotional intelligence, while these constructs will be inversely related to perceived stress among
law students. Attachment styles, emotional intelligence, and demographic variables will predict the
perceived stress among law students. The results of these hypotheses are presented in the following
tables.
Table 2
Psychometric Properties of the Measures and Normality Assumptions of the Data (N = 150)
Variables K α Actual Potential M SD Skew Kurt
Attachment Styles 30 .90 63-121 30-150 91.50 10.86 -.09 .12
Independence 2 .60 3-10 2-10 6.95 1.97 -.07 -.98
Dependence 3 .70 3-13 3-15 7.89 2.35 -.06 -.45

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Lack of Trust 5 .76 8-24 5-25 15.92 3.03 -.34 -.08

Anxiety 7 .78 10-29 7-35 20.53 4.00 -.37 -.20
Desire for Intimacy 4 .88 4-19 4-20 12.09 2.96 -.21 -.17
Avoidance 9 .89 13-38 9-45 28.13 4.45 -.29 .16
Emotional
10 .91 10-70 10-70 44.58 9.22 -.27 1.39
Regulation
Cognitive
6 .88 6-42 6-42 26.06 6.44 -.30 .48
Reappraisal Facet
Expressive
4 .86 4-28 4-28 18.52 4.39 -.35 .32
Suppression Facet
Perceived Stress 10 .85 6-34 0-40 20.78 5.36 .03 .32
Note: Skew = Skewness, Kurt = Kurtosis
Table three shows Cronbach's alpha reliability coefficients of the constructs of attachment styles,
emotional intelligence, and perceived stress among law students. Reliability analysis indicates good
internal consistency on the scales ranging from good (α = .60) to excellent (α = -.90 on the current
sample. Values of Skewness and Kurtosis are within the limited range of the criteria and fulfill the
normality assumptions, which indicates that the proposed hypotheses can be tested on the current
data.
Table 3 Low, Medium, and High Scores of the Participants on the Study Variables (N = 150)
Sr. Low High (
Variables Medium(Median)
# (Median) Median)

Attachment
1 51 (88) 50 (86) 45 (121)
Styles

2 Independence 62 (6) 50 (8) 37 (10)

3 Dependence 63 (7) 47 (9) 39 (13)

4 Lack of Trust 65 (15) 54 (18) 29 (24)

5 Anxiety 51 (19) 48 (23) 49 (29)

Desire for
6 61 (11) 54 (14) 33 (19)
Intimacy

7 Avoidance 54 (26) 47 (30) 48 (38)

Emotional
8 49 (41) 59 (49) 41 (70)
Regulation

Cognitive
9 Reappraisal 49 (24) 51 (29) 49 (42)
Facet

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Expressive
10 Suppression 50 (16) 49 (20) 50 (28)
Facet

Perceived
11 57 (19) 41 (23) 50 (34)
Stress

The results of Table two reveal the scores on the three scales of low, moderate, and high levels of
attachment styles, emotional regulation, and perceived stress among law students. Findings show
that although the participants scored high on the low level of attachment styles, emotional
intelligence, and perceived stress, the scores on perceived stress indicated that 23 % and 34 % of
participants face a moderate-high stress level, which needs to be addressed immediately.

Table 4 Inter-relationship between Study Variables (N = 150)

Variables 2 3 4 5 6 7 8 9 10 11
1. Attachment -
.38** .45** .48** .72** .49** .72** .46** .47** .31**
Styles .32**
2. Independence .08 .28** .11 .12 .13 .29** .28** .17* .13
3. Dependence .13 .19* .19* .17* .09 -.02 .12 .15
4. Lack Of Trust .18* -.07 .16* .28** .25* .22** .28**
5. Anxiety .25** .39** .28** .28** .22* .23**
6. Desire For
.19* .13 .14 .07 -.17
Intimacy
7. Avoidance .37** .38** .22** .18*
8. Emotional -
.90** .78**
Regulation .29**
9. Cognitive
-
Reappraisal .43**
.28**
Facet
10. Expressive
Suppression -29*
Facet
11. Perceived --
Stress

Table four shows the Person Product Moment correlation findings that indicate that cumulative scores
on the attachment styles, emotional intelligence, and its two subscales have a significant inverse
relationship with perceived stress. In comparison, three subscales of attachment styles have a
significant positive relationship with perceived stress. The magnitude of the relationship is varied
from .17 to .90, which is reported to be low to excellent in the literature. Overall results supported
hypothesis number one.

Table 5 Predictors of Perceived Stress among Law Students (N = 150)

Model B SE B t p ΔR2
1 (Constant) 8.31 4.04 2.05 .002 .07
Relationship Issues .14 .04 .27 3.13 .002
(Constant) 6.93 4.15 1.69 .000 .09

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Model Relationship Issues .12 .04 .28 2.46 .001

2 Emotional Intelligence .07 .06 .18 1.38 .000

Table 5 shows that attachment styles and emotional intelligence predict perceived stress among
young adults. A value of Durbin-Watson (on the current sample is 2.04: normal range lower than one
and above 3) indicates that the current data met the assumptions of step-wise regression analysis.
The findings of model 1 illustrates that R2 = .27, F (1, 149) = 9.818, P < .002 and for model 2 values
of R2 = .29, F (2, 148) =5.901, p < .004. The model's overall fit has retained two models, which
collectively accounted for 29% of the variances, which means 71 % of unknown other factors that can
predict the perceived stress among young adults. Values of the t-test ranged from 1.38 to 2.46,
indicating that both predictors significantly contributed to the model. The magnitude of the
relationship ranges from 1.90 to 6.05, which is found satisfactory. Values of unstandardized beta
coefficients showed that the predicted variables have a significant positive relationship with the
outcome variable.

DISCUSSION
The current study aimed to determine how law students' attachment preferences, emotional
intelligence, and perceptions of stress interacted. Additionally, it aimed to determine the research
variables' levels (low, moderate, and high) and the predictors of perceived stress. The results
supported the hypotheses that attachment styles and emotional intelligence have a significant
inverse relationship with perceived stress among law students, and these two variables (attachment
styles and emotional intelligence) predicted the outcome variable (perceived stress)
The results of the current study were consistent with earlier research, as Heins et al. (1984)
discovered a significant relationship between academic challenges, time constraints, failure-related
anxiety, relationships in the classroom, financial concerns, and interpersonal relationships among
students studying medicine, law, chemistry, and psychology. Unlike other departments, law students
perceived more stress due to economic constraints. El-Gilany and Amr (2010) conducted a similar
cross-sectional study on 426 law students at Mansoura University in Egypt. The findings showed that
59.2% of students experienced anxiety, 18.2% had depression, and 42.2% reported feeling stressed.
Eighty percent of participants reported interpersonal concerns, as well as academic and adjustment
difficulties, as a result of their mental health problems. In addition, Taha and Sabra (2012) reported
that 363 students enrolled in the College of Medicine and Applied Studies & Community Service
(CASCS) at the University of Dammam, Saudi Arabia, experienced stress, interpersonal issues caused
by insecure attachment patterns, and low emotional intelligence.
Hamarta et al. (2009) reported that the relationship between attachment styles, emotional
intelligence, and perceived stress was complicated and diverse among law students, as law played a
crucial role in preserving order, defending rights, advancing justice, accelerating development,
assuring economic growth, and establishing a peaceful and civilized community. It offered stability,
protection, and a foundation for settling problems by establishing a framework that regulates human
behavior and interactions. Better emotional awareness, regulation, and interpersonal skills are
typically found in people with higher emotional intelligence, which can improve how well they handle
and deal with stressful situations (Dewi, 2022). Because of an individual's capacity to comprehend
and control their emotions due to high emotional intelligence, they may view stressors as less
dangerous and detrimental to their general well-being. Emotional intelligence can affect how stress
is cognitively assessed. Higher emotional quotient, students may appraise stressors more adaptively
and positively, viewing them as challenges rather than threats.
According to Rothbard and Shaver (1994), students with secure attachment patterns typically have
better emotional control and coping mechanisms, which results in reduced stress levels and better
mental health. Conversely, low emotional intelligence, high perceived stress, and insecure
attachment patterns can all lead to increased anxiety, sadness, burnout, and generally diminished
well-being. The academic performance of law students can be impacted by emotional intelligence
and perceived stress. Higher emotional IQ students can better handle the demands of law school,

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successfully manage stress, and keep their concentration on academics. On the other hand, excessive
levels of perceived stress can impair memory, attention, and cognitive function, which may impact
academic performance (Andersen et al., 2017).
Students might have access to a greater variety of coping mechanisms, which can improve their
ability to control and lower perceived stress levels. Emotion regulation skills, or the capacity to
comprehend and control one's emotions, are closely related to emotional intelligence (Duschinsky,
2015). By enabling students to control and lessen the unpleasant feelings connected to stress,
effective emotion regulation can help people experience stress. On the other hand, challenges with
emotion control may heighten stress perception. Remembering that these associations can change
based on individual variations, the environment, and other elements is crucial. Higher emotional
intelligence is typically linked to decreased felt stress, but since stress is a normal part of life, this
association does not mean that emotional intelligence eliminates stress. As emotional intelligence
can affect perceived stress and vice versa, the direction of causality is not always obvious (El-Gilany
& Amr, 2010). Overall, evidence points to the importance of emotional intelligence and secure
attachment patterns in determining how people experience and manage stress, thereby reducing
perceived stress's detrimental effects on students' well-being.

CONCLUSION
The current study concluded a significant relationship between attachment styles, emotional
intelligence, and perceived stress. Attachment styles and perceived stress significantly predicted the
perceived stress among law students. It is essential that findings of step-wise regression analysis
showed that predictive variables only accounted for 29 % variance in the outcome variables, which
means there are still 71 % other unknown factors that need to be investigated to get a comprehensive
picture of the given phenomena.
Practical Implications of the Study
There can be multiple practical implications of the current study that attachment styles, emotional
intelligence, and perceived stress can affect the well-being of law students to establish and sustain
good connections with classmates, teachers, and legal professionals; emotional intelligence and
attachment types are essential. According to Samadi and Pour (2013), students with secure
attachment patterns and higher emotional intelligence typically have superior communication,
empathy, and conflict-resolution skills. Positive interpersonal interactions and productive teamwork
are critical components of the legal profession. These traits help foster those partnerships. Law
students are better prepared to handle the demands and stresses of the legal profession if they
develop emotional intelligence and valuable coping mechanisms (Mónaco et al., 2019). By enabling
students to deal with stressful situations, overcome setbacks, and maintain their motivation and well-
being throughout their legal careers, these abilities help build professional resilience. Effective
lobbying and the development of solid client relationships depend on emotional intelligence.
Emotionally intelligent law students can better understand and empathize with their clients, control
their emotions in trying circumstances, and successfully communicate and bargain on their client's
behalf (Piekarska, 2020). Law students' ethical judgments may influence their emotional quotient
and attachment preferences. Self-awareness, empathy, and moral reasoning are strengthened by
emotional intelligence, which is crucial for making moral decisions and overcoming ethical
conundrums in the legal profession. Certain attachment types can also influence a strong sense of
ethics and professionalism (Donisi et al., 2022). High emotional intelligence, secure attachment
patterns, and stress management skills can all help lawyers succeed and enjoy more professional
satisfaction. These traits improve interpersonal connections, adaptability, resilience, and general
well-being, all critical for long-term work success and fulfillment. It is important to note that these
practical consequences can differ from person to person and that the existence of one element does
not guarantee a specific result (Romano et al., 2020). Interventions and assistance programs that
emphasize boosting emotional intelligence, managing stress, and encouraging secure attachment can
also be helpful for law students in strengthening their general success and well-being.

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