Attachment Styles and Interpersonal Functioning Among First-Year Undergraduates in University of Ilorin, Kwara State

Attachment theory offers a robust framework for understanding how early relational experiences shape current interpersonal functioning, with particular relevance for the university transition period in which young Nigerians navigate new social environments. This study examined the relationship between attachment styles and interpersonal functioning among first-year undergraduates at the University of Ilorin, Kwara State, North Central Nigeria. A cross-sectional correlational design was used, with 360 first-year students selected through cluster sampling from six faculties. The Experiences in Close Relationships Scale-Revised (ECR-R) and the Inventory of Interpersonal Problems-32 (IIP-32) were administered. Multiple regression and canonical correlation analyses were used. Findings revealed that anxious attachment significantly predicted interpersonal distress, particularly in areas of social assertiveness and emotional expressiveness. Avoidant attachment predicted difficulties with closeness and dependence. Students with secure attachment demonstrated significantly lower interpersonal problem scores across all subscales. Family relationship quality and parenting style perceptions partially explained attachment security. The study contributes empirical evidence on attachment functioning in a Nigerian university context and identifies implications for first-year student counselling. Recommendations included attachment-informed group counselling during university orientation and training of counsellors in relational and object-relations therapeutic approaches. Keywords: attachment styles, interpersonal functioning, first-year students, University of Ilorin, counselling.