Vínculos parentales y su influencia en los estilos de aprendizaje en estudiantes universitarios de una institución privada de Quito durante el período septiembre 2024- diciembre 2024

Abstract

The research focuses on analyzing the influence of parental attachments on the learning styles of university students in the city of Quito, specifically in the engineering careers of the South Campus and Girón Campus from a private University of the City of Quito. This study seeks to understand how family dynamics, especially the type of attachment between parents and children, affect the learning process in a university environment. The project was developed between September and December 2024, and its main objective is to determine the relationship between parental attachments and students' learning styles. Specific objectives include estimating prevalent parental attachments, assessing predominant learning styles, and recognizing how parental attachments impact these styles. The premise is that parental bonding significantly influences students' social and academic adjustment, as the earliest models of learning and emotional development come from parents. It is hoped that the study can provide knowledge on how these bonds affect academic performance and contribute to create strategies to improve learning styles at the university level. For data collection, the CAMIR-R Test was used, a questionnaire that measures attachment representations and the Honey-Alonso Questionnaire of Learning Styles (CHAEA), which allows identifying the preferred learning style of individuals, in categories such as active, reflective, theoretical and pragmatic style. The rationale for the project is based on previous research highlighting the importance of parental involvement in the development of infants and its subsequent impact on academic performance. It was observed that there is a strong correlation between preoccupied attachment and active and pragmatic learning style. The project has the potential to contribute to the educational field, providing a deeper understanding of the relationship between parental attachments and learning styles, which could generate new lines of research and strategies to improve the academic performance of university students focused on the style that each one possesses.