Повезаност адверзивних искустава из дјетињства са генерализованом, тестном и математичком анксиозношћу ученика
DOI:
https://doi.org/10.7251/FLZB2324313TКључне речи:
адверзивна искуства из дјетињства (ACE), генерализована анксиозност, академска анксиозност, тестна анксиозност, математичка анксиозностСажетак
Рана неповољна, адверзивна искуства (ACE) су фактори ризика за генерализовану анксиозност (GA). Поред GA, на школском узрасту су релевантни и специфични модалитети тзв. академске анксиозности: тестна (TA) и математичка (MA) анксиозност. Није познато да ли су ACE фактори ризика и за TA и MA, на исти начин као што је то случај за GA. Стога је испитана веза између ACE са једне стране и GA, TA и MA (димензије везане за учење математике – LMA и провјеру математичког знања – MEA) са друге стране. Узорак је чинило 396 средњошколаца. Укупни ACE скор позитивно корелира са свим испитиваним димензијама анксиозности (распон корелација: .22-.36), а најснажније са GA. GA са димензијама академске анксиозности корелира у распону: .40-.47. Када се GA посматра као медијатор између ACE скора и димензија академске анксиозности, GA у потпуности посредује ACE ефекте, изузев у случају LMA, за коју је присутан и директни и индиректни ACE ефекат. Индивидуалне ACE категорије вршњачке изолације/ одбацивања и емоционалног занемаривања су најснажнији биваријациони корелати свих димензија анксиозности и својствени су фактори ризика (корелације контролисане за остале варијабле) за GA, са које се претпостављено даље „прелијевају“ на друге видове анксиозности. Налази имплицирају да се димензије академске анксиозности не могу напросто свести на GА, али да су са њом повезане, као и да се ефекти ACE на ове димензије углавном остварују кроз GA, иако постоје неке ACE категорије које су специфични фактори ризика за индивидуалне модалитете анксиозности. Ово је најочигледније у случају LMA димензије, за коју се као својствени фактори ризика издвајају категорије физичког занемаривања и ниског SES-a.
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