Background and Objectives: The overall aim of the present study was to predict social adjustment based on attachment styles, with the mediating role of cognitive emotion regulation, among female high school students in Qaemshahr.

Methodology: In terms of purpose, this study was applied, and in terms of data collection, it was descriptive of a correlational type. The statistical population consisted of 347 female students in the second level of high school (science and mathematics majors) from public schools in Qaemshahr. Based on Morgan’s table, 182 students were selected through convenience sampling as the research sample.The research instruments included the Bell Social Adjustment Questionnaire (1961), the Cognitive Emotion Regulation Questionnaire by Garnefski et al. (2001), and the Attachment Styles Questionnaire by Hazan and Shaver (1987). Regression analysis was used to analyze the data.

Findings: Attachment styles explain a significant portion of social adjustment. Specifically, avoidant and insecure attachment styles were associated with increased social adjustment problems, whereas a secure attachment style was related to better social adjustment. Furthermore, cognitive emotion regulation strategies played a significant role in predicting social adjustment; the use of adaptive strategies was associated with greater adjustment, while the use of maladaptive strategies was linked to lower adjustment.

Conclusion: Attachment styles can predict students’ social adjustment through the mediating role of cognitive emotion regulation. The findings of this study can provide a basis for designing school- and family-based interventions aimed at enhancing adolescents’ social adjustment.