Influencia del vínculo parental en el rendimiento escolar de estudiantes de educación básica en una unidad educativa fiscomisionald el Distrito Metropolitano de Quito en el periodo 2024-2025

Abstract

This thesis analyzes the influence of parental attachment on the academic performance of students in a Fiscommissional Educational unit of the Metropolitan District of Quito during the period 2024-2025. Based on attachment theory, the different types of parental attachment (secure, anxious-ambivalent, avoidant and disorganized) and their impact on children's attitudes, emotions and academic achievements are examined. The study uses a qualitative descriptivenarrative approach. Semi-structured interviews were conducted with 10 parents to identify the characteristics of their emotional relationships with their children and their perception of their children's academic performance. Likewise, school documents, such as grades and academic records, were analyzed to understand the relationship between attachment styles and academic performance. The results show that children with secure attachment, characterized by stable relationships and constant emotional support, present better academic performance, greater motivation and ability to adapt to the school environment. On the other hand, children with anxious or avoidant attachment face difficulties such as anxiety, emotional dependence or disconnection with their attachment figures, which negatively impacts their concentration and school skills. The research concludes that the parental bond is a determining factor in the emotional and academic development of students. It is recommended to implement workshops for parents that encourage open communication and the establishment of clear rules, as well as educational programs that train teachers to identify the emotional needs of students according to their type of attachment. This work highlights the importance of strengthening family ties as a key strategy to improve academic performance and the comprehensive well- being of children, underlining the need for an educational approach that considers both cognitive and emotional factors in the learning process.