The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
The purpose of this study is to improve understanding of school failure and low motivation for learning observed in some secondary grade students. Specifically, we analysed variables that could be related to this phenomenon, such as the Internal Working Model of attachment (IWM), anxiety levels, and...
| Autores: | , , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Varias* (Consorci de Biblioteques Universitáries de Catalunya, Centre de Serveis Científics i Acadèmics de Catalunya) |
| Repositorio: | Recercat. Dipósit de la Recerca de Catalunya |
| OAI Identifier: | oai:recercat.cat:10256/27513 |
| Acceso en línea: | http://hdl.handle.net/10256/27513 |
| Access Level: | acceso abierto |
| Palabra clave: | Fracàs escolar -- Educació secundària School failure -- Study and teaching (Secondary) Rendiment escolar -- Educació secundària Academic achievement -- Study and teaching (Secondary) |
| Sumario: | The purpose of this study is to improve understanding of school failure and low motivation for learning observed in some secondary grade students. Specifically, we analysed variables that could be related to this phenomenon, such as the Internal Working Model of attachment (IWM), anxiety levels, and Adverse Childhood Experiences (ACE), as well as other sociodemographic and family characteristics. The sample consisted of 109 students aged between 13 and 20 years, 65 males and 74 females, enrolled in the same secondary school. A descriptive correlational study was conducted using the CAMIR-R questionnaire to evaluate the internal attachment model, the STAI for anxiety level, and the ACE questionnaire for Adverse Childhood Experiences. Academic performance was measured based on the average grade obtained in the subjects taken during the second semester of the course. The results show a significant link between a secure attachment model and better academic performance. Students with insecure attachment models score higher in anxiety and have been exposed to a greater number of adverse childhood experiences. Additionally, the avoidant attachment style of adolescents acts as a mediator between the experiences they had in their childhood (ACE) and their current academic performance. These results are discussed in relation to the importance of internal security operational models in learning processes. |
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