Relación entre los síntomas de ansiedad social y el deterioro del comportamiento en los adolescentes: el papel moderador del perfeccionismo y la motivación del aprendizaje
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Abstract
Numerosos estudios han encontrado que los adolescentes con trastorno de ansiedad social experimentan mayor dificultad en el ajuste escolar y muestran tasas más altas de abandono escolar. Se sabe que el perfeccionismo y la motivación de aprendizaje son predictores significativos del logro académico; estos factores pueden mejorar o disminuir el deterioro del comportamiento en el entorno escolar. El propósito del presente estudio fue examinar la relación entre la ansiedad social, la motivación de aprendizaje, el perfeccionismo y el deterioro del comportamiento dentro de una muestra comunitaria de adolescentes. Quinientos noventa y cuatro estudiantes de secundaria alemanes de 12 a 17 años de edad (edad media = 14,60 años, DE = 1,64; 59,4% mujeres) fueron reclutados a través de sus escuelas para responder a un paquete de cuestionarios consistente en la Escala de Ansiedad Infantil de Spence, la Escala de Perfeccionismo Infantil y Adolescente, suplemento de impacto del Cuestionario de Fortalezas y Dificultades, y subescala de valores intrínsecos del Cuestionario de Estrategias Motivacionales para el Aprendizaje. Los resultados del análisis de correlación y regresión múltiple mostraron que los síntomas de ansiedad social eran un predictor significativo de angustia y deterioro del comportamiento, especialmente en los dominios de la amistad y el aprendizaje en el aula. Se demostró que la motivación intrínseca del aprendizaje promueve el aprendizaje en el aula en estudiantes con altos niveles de ansiedad social, mientras que el perfeccionismo interfiere con dominios fuera del aula, como las amistades y las actividades de ocio. Se discutieron las limitaciones y las implicaciones para la investigación futura.
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