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

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.