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Education and attachment: guidelines to prevent school failure

2019Journal article Open access
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dc.contributor.authorCastro, Rosa de
dc.contributor.authorPereira, Dora
dc.date.accessioned2021-11-18T09:05:03Z
dc.date.available2021-11-18T09:05:03Z
dc.date.issued2019
dc.description.abstractPortuguese schools have high student failure and early school leaving rates (Pordata, 2017) giving rise to a number of initiatives aimed at their reduction. The “Alternative Curricular Course” (ACC) promotes the learning of basic skills, specifically in Portuguese language and Mathematics, to support logical reasoning and artistic, vocational, and professional development. Its main goal is the fulfilment of compulsory schooling and the reduction of academic failure. Research based on attachment theory (Bowlby, 1969) suggests that different internal working models of attachment are associated with different characteristics of social, academic, emotional, and behavioural competencies that may interfere in the quality of relationships that young people establish in school, especially with teachers, and also influence their academic performance. This study evaluates the relationship between internal working models of students, their perceptions of the quality of their relationships with teachers, and their academic performance using three measures: (i) the “Inventory of Attachment in Childhood and Adolescence” (IACA) measure, (ii) the “Inventory of Parent and Peer Attachment” (IPPA) measure—concerning the attachment to teacher”, and (iii) a socio-demographic questionnaire on a sample of 305 students from the 8th grade of regular education (RE) and the ACC. The results reveal that students on the ACC exhibit a less secure internal working model than students in RE, and that the perception of the quality of the student-teacher relationship, regarding the dimension of acceptance and understanding by the teachers, is associated with a better academic performance. These results align with those of other recent studies in support of the conclusion that the process of attachment has a significant influence on educational contexts, consistent with attachment and related theories.pt_PT
dc.description.versioninfo:eu-repo/semantics/publishedVersionpt_PT
dc.identifier.citationCastro, R. M., & Pereira, D. I. F. (2019). Education and attachment: guidelines to prevent school failure. Multimodal Technologies and Interaction, 3(1). https://doi.org/10.3390/mti3010010pt_PT
dc.identifier.doi10.3390/mti3010010pt_PT
dc.identifier.urihttp://hdl.handle.net/10400.13/3828
dc.language.isoengpt_PT
dc.peerreviewedyespt_PT
dc.publisherMDPIpt_PT
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/pt_PT
dc.subjectAlternative curricular coursept_PT
dc.subjectInternal working models of attachmentpt_PT
dc.subjectStudent-teacher relationpt_PT
dc.subjectSchool performancept_PT
dc.subjectEarly school leavingpt_PT
dc.subject.pt_PT
dc.subjectFaculdade de Artes e Humanidadespt_PT
dc.titleEducation and attachment: guidelines to prevent school failurept_PT
dc.typejournal article
dspace.entity.typePublication
oaire.citation.issue1pt_PT
oaire.citation.titleMultimodal Technologies and Interactionpt_PT
oaire.citation.volume3pt_PT
person.familyNameCastro
person.familyNameFialho Pereira
person.givenNameRosa Maria
person.givenNameDora Isabel
person.identifier596355
person.identifier.ciencia-idD913-A422-6368
person.identifier.orcid0000-0002-7641-1506
person.identifier.orcid0000-0003-0874-7929
person.identifier.scopus-author-id56184715100
rcaap.rightsopenAccesspt_PT
rcaap.typearticlept_PT
relation.isAuthorOfPublication4250a322-0307-4678-839c-9e97a48f4091
relation.isAuthorOfPublication91f00505-504a-40b9-a30f-54a43c99a9f4
relation.isAuthorOfPublication.latestForDiscovery91f00505-504a-40b9-a30f-54a43c99a9f4

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