Povezanost adverzivnih iskustava iz djetinjstva sa generalizovanom, testnom i matematičkom anksioznošću učenika
DOI:
https://doi.org/10.7251/FLZB2324313TKljučne reči:
adverzivna iskustva iz djetinjstva (ACE), generalizovana anksioznost, akademska anksioznost, testna anksioznost, matematička anksioznostApstrakt
Rana nepovoljna, adverzivna iskustva (ACE) su faktori rizika za generalizovanu anksioznost (GA). Pored GA, na školskom uzrastu su relevantni i specifični modaliteti tzv. akademske anksioznosti: testna (TA) i matematička (MA) anksioznost. Nije poznato da li su ACE faktori rizika i za TA i MA, na isti način kao što je to slučaj za GA. Stoga je ispitana veza između ACE sa jedne strane i GA, TA i MA (dimenzije vezane za učenje matematike – LMA i provjeru matematičkog znanja – MEA) sa druge strane. Uzorak je činilo 396 srednjoškolaca. Ukupni ACE skor pozitivno korelira sa svim ispitivanim dimenzijama anksioznosti (raspon korelacija: .22-.36), a najsnažnije sa GA. GA sa dimenzijama akademske anksioznosti korelira u rasponu: .40-.47. Kada se GA posmatra kao medijator između ACE skora i dimenzija akademske anksioznosti, GA u potpunosti posreduje ACE efekte, izuzev u slučaju LMA, za koju je prisutan i direktni i indirektni ACE efekat. Individualne ACE kategorije vršnjačke izolacije/ odbacivanja i emocionalnog zanemarivanja su najsnažniji bivarijacioni korelati svih dimenzija anksioznosti i svojstveni su faktori rizika (korelacije kontrolisane za ostale varijable) za GA, sa koje se pretpostavljeno dalje „prelijevaju“ na druge vidove anksioznosti. Nalazi impliciraju da se dimenzije akademske anksioznosti ne mogu naprosto svesti na GA, ali da su sa njom povezane, kao i da se efekti ACE na ove dimenzije uglavnom ostvaruju kroz GA, iako postoje neke ACE kategorije koje su specifični faktori rizika za individualne modalitete anksioznosti. Ovo je najočiglednije u slučaju LMA dimenzije, za koju se kao svojstveni faktori rizika izdvajaju kategorije fizičkog zanemarivanja i niskog SES-a.
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