The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
Titulo:

The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
.

Sumario:

The purpose of this study is to deepen the understanding of failure at school and low learning motivation presented by some students in secondary school and sixth form. Specifically, we analysed variables that could be related to this phenomenon, such as the Internal Working Model of attachment (IWM), the level of anxiety and Adverse Childhood Experiences (ACE), as well as other sociodemographic and family characteristics. The sample consisted of 109 students between 13 and 20 years old, 65 boys and 74 girls, enrolled in the same school. A descriptive correlational study was conducted using the CAMIR-R questionnaire for the evaluation of the internal attachment model, the STAI for the level of anxiety and the ACE questionnaire for adverse c... Ver más

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Revista Iberoamericana de Psicología

2027-1786

2500-6517

Sadurní Brugué, Marta

Pérez Burriel, Marc

Pous, Marta

CORPORACIÓN UNIVERSITARIA IBEROAMERICANA

10.33881/2027-1786.rip.18102

18

2025-03-28

15

25

Colombia

Adverse Childhood Experiences

adolescência

Experiências Adversas na Infância

Ansiedade

Desempenho escolar

Modelo de Trabalho Interno de apego

adolescence

anxiety

school performance

Internal Working Model of attachment

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info:eu-repo/semantics/openAccess

Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.

Revista Iberoamericana de Psicología - 2024

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spelling The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
Jacobsen, T., Edelstein, W., & Hofmann, V. (1994). A Longitudinal Study of the Relation Between Representations of Attachment in Childhood and Cognitive Functioning in Childhood and Adolescence. Developmental Psychology, 30(1), 112–124. https://doi.org/10.1037/0012-1649.30.1.112
Pierrehumbert, B., Torrisi, R., Ansermet, F., Borghini, A., & Halfon, O. (2012). Adult attachment representations predict cortisol and oxytocin responses to stress. Attachment and Human Development, 14(5), 453–476. https://doi.org/10.1080/14616734.2012.706394
Pierrehumbert, B. (1996). Les modèles de relations : Développement d ’ un autoquestionnaire d ’ attachement pour adultes. Psychiatrie L´Enfant, 1, 161–206.
Pérez Burriel, M., & Sadurní Brugué, M. (2014). Developmental trajectory of intersubjectivity in the second and third year of life: Study of fixed-population and random-individual effects. European Journal of Developmental Psychology, 11(5), 1–18. https://doi.org/10.1080/17405629.2014.888996
Oliva, A. (2004). La adolescencia como riesgo y oportunidad Resumen Adolescence : Risks and opportunities Abstract. Infancia y Aprendizaje, 27(1), 115–122.
O’Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369. https://doi.org/10.3102/0002831207302172
Nachmias, M., Gunnar, M., Mangelsdorf, S., Parritz, R. H., & Buss, K. (1996). Behavioral inhibition and stress reactivity: the moderating role of attachment security. Child Development, 67(2), 508–522. http://www.ncbi.nlm.nih.gov/pubmed/8625725
Lacasa, F., & Muela, A. (2014). Guía para la aplicación e interpretación del cuestionario de apego CaMir-R. Revista de Psicopatologia y Salud Mental, 24, 83–93. https://doi.org/10.13140/10.13140/RG.2.2.17744.30
Kurland, R. M., & Siegel, H. I. (2016). Attachment and Academic Classroom Behavior : Self-Efficacy and Procrastination as Moderators on the Influence of Attachment on Academic Success. Psychology, 7(July), 1061–1074.
Kostić, M., Lazarević, L., Maravić Mandić, V., Mitković Vončina, M., Radosavljev Kirćanski, J., Tojković, A., & Videnović, M. (2019). Adverse Childhood Experiences (ACE) Study Research on Adverse Childhood Experiences in Serbia. UNICEF in Serbia.
Fonagy, P., & Target, M. (2002). Early intervention and the development of self-regulation. Psychoanalytic Inquiry, 22(3), 307–335. https://doi.org/10.1080/07351692209348990 IBM Corp. (2012). IBM SPSS Statistics for Windows, Version 21.0. IBM Corp.
Sadurní, M., & Pérez-Burriel, M. (2016). Outlining the windows of achievement of intersubjective milestones in typically developing todlers. Infant Mental Health Journal, 37(4), 356–371. https://doi.org/10.1002/imhj.21576
Fonagy, P., Gergely, G., Jurist, E., & Target, M. (2004). Affect regulation, mentalization, and the development of the self. Other Press.
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/j.amepre.2019.04.001
Feldman, R. (2020). What is resilience: an affiliative neuroscience approach. World Psychiatry, 19(2), 132–150. https://doi.org/10.1002/wps.20729
Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does rejection hurt? An fMRI study of social exclusion. Science, 302(5643), 290–292. https://doi.org/10.1126/science.1089134
Chen, B. Bin. (2017). Parent–Adolescent Attachment and Academic Adjustment: The Mediating Role of Self-Worth. Journal of Child and Family Studies, 26(8), 2070–2076. https://doi.org/10.1007/s10826-017-0728-2
Chafouleas, S. M., Johnson, A. H., Overstreet, S., & Santos, N. M. (2016). Toward a Blueprint for Trauma-Informed Service Delivery in Schools. School Mental Health, 8(1), 144–162. https://doi.org/10.1007/s12310-015-9166-8
Burunat, E. (2004). El desarrollo del sustrato neurobiológico de la motivación y emoción en la adolescencia: ¿un nuevo período crítico? Infancia y Aprendizaje, 27(1), 87–104. https://doi.org/10.1174/021037004772902123
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Bowlby, J. (1969). Attachment and loss. Vol. 1: Attachment (Spanish ed). Paidós.
Ruzek, E. A., Hafen, C. A., Allen, J. P., Gregory, A., Mikami, A. Y., & Pianta, R. C. (2016). How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learning and Instruction, 42, 95–103. https://doi.org/10.1016/j.learninstruc.2016.01.004
Sadurní, M., & Rostan, C. (2004). La importancia de las emociones en los períodos sensibles del desarrollo. Infancia y Aprendizaje, 27(1), 105–114.
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Zelenko, M., Kraemer, H., Huffman, L., Gschwendt, M., Pageler, N., & Steiner, H. (2005). Heart rate correlates of attachment status in young mothers and their infants. Journal of the American Academy of Child and Adolescent Psychiatry, 44(5), 470–476. https://doi.org/10.1097/01.chi.0000157325.10232.b1
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Ziv, Y., Umphlet, K. L. C., Olarte, S., & Venza, J. (2018). Early childhood trauma in high-risk families: associations with caregiver emotional availability and insightfulness, and children’s social information processing and social behavior. Attachment and Human Development, 20(3), 309–332. https://doi.org/10.1080/14616734.2018.1446738
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Sheinkopf, S. J., Tenenbaum, E. J., Messinger, D. S., Miller-Loncar, C. L., Tronick, E., Lagasse, L. L., Shankaran, S., Bada, H., Bauer, C., Whitaker, T., Hammond, J., & Lester, B. M. (2017). Maternal and infant affect at 4 months predicts performance and verbal IQ at 4 and 7 years in a diverse population. Developmental Science, 20(5). https://doi.org/10.1111/desc.12479
Schickedanz, A., Halfon, N., Sastry, N., & Chung, P. J. (2018). Parents’ adverse childhood experiences and their children’s behavioral health problems. Pediatrics, 142(2). https://doi.org/10.1542/peds.2018-0023
Schelble, J. L., Franks, B. A., & Miller, M. D. (2010). Emotion Dysregulation and Academic Resilience in Maltreated Children. Child and Youth Care Forum, 39(4), 289–303. https://doi.org/10.1007/s10566-010-9105-7
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Baskak, B., Kır, Y., Sedes, N., Kuşman, A., Türk, E. G., Baran, Z., Gönüllü, I., Artar, M., & Munir, K. (2020). Attachment Style Predicts Cortical Activity in Temporoparietal Junction (TPJ). Journal of Psychophysiology, 34(2), 99–109. https://doi.org/10.1027/0269-8803/a000240
Publication
Adverse Childhood Experiences
1
18
adolescência
Experiências Adversas na Infância
Ansiedade
Desempenho escolar
Modelo de Trabalho Interno de apego
adolescence
Artículo de revista
anxiety
school performance
Internal Working Model of attachment
Sadurní Brugué, Marta
Pérez Burriel, Marc
Pous, Marta
The purpose of this study is to deepen the understanding of failure at school and low learning motivation presented by some students in secondary school and sixth form. Specifically, we analysed variables that could be related to this phenomenon, such as the Internal Working Model of attachment (IWM), the level of anxiety and Adverse Childhood Experiences (ACE), as well as other sociodemographic and family characteristics. The sample consisted of 109 students between 13 and 20 years old, 65 boys and 74 girls, enrolled in the same school. A descriptive correlational study was conducted using the CAMIR-R questionnaire for the evaluation of the internal attachment model, the STAI for the level of anxiety and the ACE questionnaire for adverse childhood experiences. School performance was measured using the average mark obtained for the subjects studied in the second term. The results show a significant relationship between a secure attachment model and better school performance. Students with insecure attachment models score higher on anxiety and have been exposed to a greater number of adverse childhood experiences. The results highlight the importance of internal security operating models in learning processes. It is recommended that research of this type be undertaken with different sample groups and even their possible relationships with executive functions.
Balluerka, N., Lacasa, F., Gorostiaga, A., Muela, A., & Pierrehumbert, B. (2011). Versión reducida del cuestionario CaMir (CaMir-R) para la evaluación del apego. Psicothema, 23(3), 486–494.
Núm. 1 , Año 2025 : Revista Iberoamericana de Psicología (RIP)
https://reviberopsicologia.ibero.edu.co/article/view/2947
Español
Balart, I., Sadurní Brugué, M., & Pérez-Burriel, M. (2021). Behavioural regulation difficulties at primary and secondary school: risk and protection factors. Emotional and Behavioural Difficulties, 26(3), 1–16. https://doi.org/10.1080/13632752.2021.1943176
application/pdf
Bogotá: Corporación Universitaria Iberoamericana
Revista Iberoamericana de Psicología
Balart, I., Pérez-Burriel, M., & Sadurní Brugué, M. (2023). Giving voice to education professionals of primary and secondary school students with emotional and behavioural disorders: a qualitative study. European Journal of Special Needs Education, 1–15. https://doi.org/10.1080/08856257.2022.2159275
Allen, J. P., McElhaney, K. B., Kuperminc, G. P., & Jodl, K. M. (2004). Stability and change in attachment security across adolescence. Child Development, 75(6), 1792–1805. https://doi.org/10.1111/j.1467-8624.2004.00817.x
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Revista Iberoamericana de Psicología - 2024
https://creativecommons.org/licenses/by-nc-sa/4.0
El propósito de este estudio es profundizar en la comprensión del fracaso escolar y la baja motivación para el aprendizaje presentada por algunos estudiantes de secundaria y bachillerato. Específicamente, analizamos variables que podrían estar relacionadas con este fenómeno, como el Modelo Interno de Trabajo de Apego (IWM, por sus siglas en inglés), el nivel de ansiedad y las Experiencias Adversas en la Infancia (ACE, por sus siglas en inglés), así como otras características sociodemográficas y familiares. La muestra consistió en 109 estudiantes de entre 13 y 20 años, 65 chicos y 74 chicas, matriculados en la misma escuela. Se realizó un estudio descriptivo correlacional utilizando el cuestionario CAMIR-R para la evaluación del modelo interno de apego, el STAI para el nivel de ansiedad y el cuestionario ACE para las experiencias adversas en la infancia. El rendimiento escolar se midió utilizando la nota media obtenida en las asignaturas estudiadas en el segundo trimestre. Los resultados muestran una relación significativa entre un modelo de apego seguro y un mejor rendimiento escolar. Los estudiantes con modelos de apego inseguros obtienen puntuaciones más altas en ansiedad y han estado expuestos a un mayor número de experiencias adversas en la infancia. Los resultados resaltan la importancia de los modelos de funcionamiento interno seguro en los procesos de aprendizaje. Se recomienda que se realicen investigaciones de este tipo con diferentes grupos de muestra e incluso sus posibles relaciones con las funciones ejecutivas.
La influencia de los estilos de apego adolescente, la ansiedad y las experiencias infantiles adversas (ACE) en el rendimiento escolar.
Modelo de Trabajo Interno de apego
Rendimiento escolar
Adolescencia.
Experiencias Adversas de la Infancia
Ansiedad
Journal article
2500-6517
2025-03-28T05:48:46Z
10.33881/2027-1786.rip.18102
https://doi.org/10.33881/2027-1786.rip.18102
2027-1786
https://reviberopsicologia.ibero.edu.co/article/download/2947/2124
15
25
2025-03-28
2025-03-28T05:48:46Z
institution CORPORACIÓN UNIVERSITARIA IBEROAMERICANA
thumbnail https://nuevo.metarevistas.org/CORPORACIONUNIVERSITARIAIBEROAMERICANA/logo.png
country_str Colombia
collection Revista Iberoamericana de Psicología
title The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
spellingShingle The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
Sadurní Brugué, Marta
Pérez Burriel, Marc
Pous, Marta
Adverse Childhood Experiences
adolescência
Experiências Adversas na Infância
Ansiedade
Desempenho escolar
Modelo de Trabalho Interno de apego
adolescence
anxiety
school performance
Internal Working Model of attachment
Modelo de Trabajo Interno de apego
Rendimiento escolar
Adolescencia.
Experiencias Adversas de la Infancia
Ansiedad
title_short The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
title_full The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
title_fullStr The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
title_full_unstemmed The influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ACE) on school performance
title_sort influence of adolescent attachment styles, anxiety, and adverse childhood experiences (ace) on school performance
title_eng La influencia de los estilos de apego adolescente, la ansiedad y las experiencias infantiles adversas (ACE) en el rendimiento escolar.
description The purpose of this study is to deepen the understanding of failure at school and low learning motivation presented by some students in secondary school and sixth form. Specifically, we analysed variables that could be related to this phenomenon, such as the Internal Working Model of attachment (IWM), the level of anxiety and Adverse Childhood Experiences (ACE), as well as other sociodemographic and family characteristics. The sample consisted of 109 students between 13 and 20 years old, 65 boys and 74 girls, enrolled in the same school. A descriptive correlational study was conducted using the CAMIR-R questionnaire for the evaluation of the internal attachment model, the STAI for the level of anxiety and the ACE questionnaire for adverse childhood experiences. School performance was measured using the average mark obtained for the subjects studied in the second term. The results show a significant relationship between a secure attachment model and better school performance. Students with insecure attachment models score higher on anxiety and have been exposed to a greater number of adverse childhood experiences. The results highlight the importance of internal security operating models in learning processes. It is recommended that research of this type be undertaken with different sample groups and even their possible relationships with executive functions.
description_eng El propósito de este estudio es profundizar en la comprensión del fracaso escolar y la baja motivación para el aprendizaje presentada por algunos estudiantes de secundaria y bachillerato. Específicamente, analizamos variables que podrían estar relacionadas con este fenómeno, como el Modelo Interno de Trabajo de Apego (IWM, por sus siglas en inglés), el nivel de ansiedad y las Experiencias Adversas en la Infancia (ACE, por sus siglas en inglés), así como otras características sociodemográficas y familiares. La muestra consistió en 109 estudiantes de entre 13 y 20 años, 65 chicos y 74 chicas, matriculados en la misma escuela. Se realizó un estudio descriptivo correlacional utilizando el cuestionario CAMIR-R para la evaluación del modelo interno de apego, el STAI para el nivel de ansiedad y el cuestionario ACE para las experiencias adversas en la infancia. El rendimiento escolar se midió utilizando la nota media obtenida en las asignaturas estudiadas en el segundo trimestre. Los resultados muestran una relación significativa entre un modelo de apego seguro y un mejor rendimiento escolar. Los estudiantes con modelos de apego inseguros obtienen puntuaciones más altas en ansiedad y han estado expuestos a un mayor número de experiencias adversas en la infancia. Los resultados resaltan la importancia de los modelos de funcionamiento interno seguro en los procesos de aprendizaje. Se recomienda que se realicen investigaciones de este tipo con diferentes grupos de muestra e incluso sus posibles relaciones con las funciones ejecutivas.
author Sadurní Brugué, Marta
Pérez Burriel, Marc
Pous, Marta
author_facet Sadurní Brugué, Marta
Pérez Burriel, Marc
Pous, Marta
topicspa_str_mv Adverse Childhood Experiences
adolescência
Experiências Adversas na Infância
Ansiedade
Desempenho escolar
Modelo de Trabalho Interno de apego
adolescence
anxiety
school performance
Internal Working Model of attachment
topic Adverse Childhood Experiences
adolescência
Experiências Adversas na Infância
Ansiedade
Desempenho escolar
Modelo de Trabalho Interno de apego
adolescence
anxiety
school performance
Internal Working Model of attachment
Modelo de Trabajo Interno de apego
Rendimiento escolar
Adolescencia.
Experiencias Adversas de la Infancia
Ansiedad
topic_facet Adverse Childhood Experiences
adolescência
Experiências Adversas na Infância
Ansiedade
Desempenho escolar
Modelo de Trabalho Interno de apego
adolescence
anxiety
school performance
Internal Working Model of attachment
Modelo de Trabajo Interno de apego
Rendimiento escolar
Adolescencia.
Experiencias Adversas de la Infancia
Ansiedad
citationvolume 18
citationissue 1
citationedition Núm. 1 , Año 2025 : Revista Iberoamericana de Psicología (RIP)
publisher Bogotá: Corporación Universitaria Iberoamericana
ispartofjournal Revista Iberoamericana de Psicología
source https://reviberopsicologia.ibero.edu.co/article/view/2947
language Español
format Article
rights http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-CompartirIgual 4.0.
Revista Iberoamericana de Psicología - 2024
https://creativecommons.org/licenses/by-nc-sa/4.0
references Jacobsen, T., Edelstein, W., & Hofmann, V. (1994). A Longitudinal Study of the Relation Between Representations of Attachment in Childhood and Cognitive Functioning in Childhood and Adolescence. Developmental Psychology, 30(1), 112–124. https://doi.org/10.1037/0012-1649.30.1.112
Pierrehumbert, B., Torrisi, R., Ansermet, F., Borghini, A., & Halfon, O. (2012). Adult attachment representations predict cortisol and oxytocin responses to stress. Attachment and Human Development, 14(5), 453–476. https://doi.org/10.1080/14616734.2012.706394
Pierrehumbert, B. (1996). Les modèles de relations : Développement d ’ un autoquestionnaire d ’ attachement pour adultes. Psychiatrie L´Enfant, 1, 161–206.
Pérez Burriel, M., & Sadurní Brugué, M. (2014). Developmental trajectory of intersubjectivity in the second and third year of life: Study of fixed-population and random-individual effects. European Journal of Developmental Psychology, 11(5), 1–18. https://doi.org/10.1080/17405629.2014.888996
Oliva, A. (2004). La adolescencia como riesgo y oportunidad Resumen Adolescence : Risks and opportunities Abstract. Infancia y Aprendizaje, 27(1), 115–122.
O’Connor, E., & McCartney, K. (2007). Examining teacher-child relationships and achievement as part of an ecological model of development. American Educational Research Journal, 44(2), 340–369. https://doi.org/10.3102/0002831207302172
Nachmias, M., Gunnar, M., Mangelsdorf, S., Parritz, R. H., & Buss, K. (1996). Behavioral inhibition and stress reactivity: the moderating role of attachment security. Child Development, 67(2), 508–522. http://www.ncbi.nlm.nih.gov/pubmed/8625725
Lacasa, F., & Muela, A. (2014). Guía para la aplicación e interpretación del cuestionario de apego CaMir-R. Revista de Psicopatologia y Salud Mental, 24, 83–93. https://doi.org/10.13140/10.13140/RG.2.2.17744.30
Kurland, R. M., & Siegel, H. I. (2016). Attachment and Academic Classroom Behavior : Self-Efficacy and Procrastination as Moderators on the Influence of Attachment on Academic Success. Psychology, 7(July), 1061–1074.
Kostić, M., Lazarević, L., Maravić Mandić, V., Mitković Vončina, M., Radosavljev Kirćanski, J., Tojković, A., & Videnović, M. (2019). Adverse Childhood Experiences (ACE) Study Research on Adverse Childhood Experiences in Serbia. UNICEF in Serbia.
Fonagy, P., & Target, M. (2002). Early intervention and the development of self-regulation. Psychoanalytic Inquiry, 22(3), 307–335. https://doi.org/10.1080/07351692209348990 IBM Corp. (2012). IBM SPSS Statistics for Windows, Version 21.0. IBM Corp.
Sadurní, M., & Pérez-Burriel, M. (2016). Outlining the windows of achievement of intersubjective milestones in typically developing todlers. Infant Mental Health Journal, 37(4), 356–371. https://doi.org/10.1002/imhj.21576
Fonagy, P., Gergely, G., Jurist, E., & Target, M. (2004). Affect regulation, mentalization, and the development of the self. Other Press.
Felitti, V. J., Anda, R. F., Nordenberg, D., Williamson, D. F., Spitz, A. M., Edwards, V., Koss, M. P., & Marks, J. S. (1998). Relationship of Childhood Abuse and Household Dysfunction to Many of the Leading Causes of Death in Adults. The Adverse Childhood Experiences (ACE) Study. American Journal of Preventive Medicine, 14(4), 245–258. https://doi.org/10.1016/j.amepre.2019.04.001
Feldman, R. (2020). What is resilience: an affiliative neuroscience approach. World Psychiatry, 19(2), 132–150. https://doi.org/10.1002/wps.20729
Eisenberger, N. I., Lieberman, M. D., & Williams, K. D. (2003). Does rejection hurt? An fMRI study of social exclusion. Science, 302(5643), 290–292. https://doi.org/10.1126/science.1089134
Chen, B. Bin. (2017). Parent–Adolescent Attachment and Academic Adjustment: The Mediating Role of Self-Worth. Journal of Child and Family Studies, 26(8), 2070–2076. https://doi.org/10.1007/s10826-017-0728-2
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