UNUTRAŠNJI RADNI MODELI AFEKTIVNE VEZANOSTI KAO PREDIKTORI MRAČNE TRIJADE

The basic goal of this research was to examine whether internal working models of self and significant others are significant predictors of dark triad personality traits. The concept of an internal working model is the key link in attachment theory which connects past experiences with current patterns of behavior, maintained by dysfunctional cognitive schemas developed by generalizing aversive experiences. The dark triad consists of narcissism, psychopathy and Machiavellism. The instruments used were the Family Attachment Questionnaire by Brenan et al. (1998), and Short Dark Triad (SDT3) by Jones & Paulhus (2014). The sample of the research consisted of N = 123 participants, age 20 to 63, with an average age of M = 30.41, SD = 9.06. Males formed 43% of sample. Regression analyses show that model which consists of anxiety and avoidance dimensions is significant predictor of Machiavellism, F (2,120) = 6.26, p = .003, R2 = .09, and they predict 9% of variance, as well as psychopathy, F(2,120) = 8.98, p <.000, R2 = .13, where they predict 13% of variance, but not narcissism, F(2,120) = 0.24, p = .79, R2= .01, in which model predicted only 1% of variance. Avoidance is statistically significant and positive predictor of psychopathy (β = .29, p = .003), and anxiety is statistically significant and positive predictor of Machiavellism (β = .26, p = .004), as well as psyhopathy (β = .22, p = .025). The results of study suggest that these traits are founded on an image of self as an inadequate person and the world as a hostile place, in which other persons will try to harm us if we dare to be open towards them. Manipulation and emotional insensitivity of psychopaths and Machiavelists should be interpreted as a way to reach compromise with these key beliefs and attitudes. On the other hand, narcissism did not correlate with working modes, possibly because of low levels of insight in these persons who are strongly invested in maintaining grandiose self. Key words: affective attachment, internal working models, dark triad

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Education and Attachment: Guidelines to Prevent School Failure

Multimodal Technologies and Interaction ◽

10.3390/mti3010010 ◽

2019 ◽

Vol 3 (1) ◽

pp. 10 ◽

Cited By ~ 1

Author(s):

Rosa de Castro ◽

Dora Pereira

Keyword(s):

Academic Performance ◽

Academic Failure ◽

Internal Working Models ◽

Childhood And Adolescence ◽

Internal Working Model ◽

Working Models ◽

Student Teacher Relationship ◽

Internal Working ◽

Student Failure

Portuguese 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.

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