A influência dos estilos de apego dos adolescentes, ansiedade e experiências adversas na infância (ACE) no desempenho escolar
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Conteúdo do artigo principal
O propósito deste estudo é aprofundar a compreensão do fracasso escolar e da baixa motivação para a aprendizagem observada em alguns alunos do ensino secundário e bachillerato. Especificamente, analisamos variáveis que poderiam estar relacionadas com este fenômeno, como o Modelo de Trabalho Interno de apego (IWM), o nível de ansiedade e as Experiências Adversas na Infância (ACE), bem como outras características sociodemográficas e familiares. A amostra foi composta por 109 alunos com idades entre 13 e 20 anos, 65 meninos e 74 meninas, matriculados na mesma escola de ensino secundário. Foi realizado um estudo descritivo correlacional utilizando o questionário CAMIR-R para avaliar o modelo de apego interno, o STAI para o nível de ansiedade e o questionário ACE para Experiências Adversas na Infância. O desempenho escolar foi medido com base na média das notas obtidas nas disciplinas cursadas durante o segundo semestre do curso. Os resultados mostram uma relação significativa entre um modelo de apego seguro e um melhor desempenho escolar. Os alunos com modelos de apego inseguro obtêm pontuações mais altas em ansiedade e foram expostos a um maior número de experiências adversas na infância. Além disso, o estilo de apego evitativo dos adolescentes atua como mediador entre as experiências vividas na infância (ACE) e o seu desempenho académico atual. Esses resultados são discutidos em relação à importância dos modelos operacionais de segurança interna nos processos de aprendizagem.
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