THE ATTACHMENT STYLE AND EMOTIONAL EXPERIENCE OF UNIVERSITY FOREIGN STUDENTS OF THE UNIVERSITY OF MESSINA

RESUMOEste trabalho relata a pesquisa que foi objeto da tese de mestrado de um estudante brasileiro, formado pela Universidade de Messina em Psicologia Clínica e da Saúde no Ciclo de Vida - A. A. 2018/2019. Estudar no exterior não é uma escolha simples. Os estudantes que decidem enfrentar esse tipo de experiência encontram grandes desafios cognitivos, físicos e pessoais. Esse tipo de mudança pode expor o aluno à vulnerabilidade emocional, favorecendo o surgimento de dificuldades, como gerenciar tarefas diárias, lidar com a carga de estudos, exames e gestão do dinheiro (FORBES-MEWETT; SAWYER, 2016). O objetivo da pesquisa foi examinar a relação entre estilo de apego e experiência emocional em uma amostra de estudantes universitários estrangeiros; especificamente sintomas relacionados à ansiedade de separação e sintomas depressivos. O estudo envolveu 80 estudantes estrangeiros da Universidade de Messina matriculados em um curso de três anos; mestrado ou doutorado. Os participantes responderam a um questionário estruturado relacionado à experiência de estudar no exterior, um instrumento que verificava o estilo de apego (Revised attachment scale for adults - Version for close relationships, Collins, 1996); um instrumento que avaliava a presença de sintomas de ansiedade (Measure of severity for separation anxiety disorder – adult, APA, 2013) e um instrumento para verificar a presença de sintomas de depressão (Beck Depression Inventory II, Beck, Steer e Brown, 1967). Os resultados desta pesquisa oferecem ideias para melhorar os serviços oferecidos aos estudantes estrangeiros, a fim de incentivar a integração na Universidade de Messina e o bom resultado dos estudos.Palavras-chave: Apego. Estudantes estrangeiros. Ansiedade. Depressão. ABSTRACTThis work reports the research that was the subject of the master’s thesis of a Brazilian student, graduated from the University of Messina in Clinical and Health Psychology in the Life Cycle - A. A. 2018/2019. Studying abroad is not a simple choice. Students who decide to face this type of experience undergo great cognitive, physical and personal challenges. This type of change can expose the student to emotional vulnerability, favoring the onset of difficulties such as managing daily tasks, coping with the load of studies, exams and money management (Forbes-Mewett & Sawyer, 2016). The objective of the research was to examine the relationship between attachment style and emotional experience in a sample of university foreign students; specifically symptoms related to separation anxiety and depressive symptoms. The study involved 80 foreign students enrolled at the University of Messina in a three-year degree course; master degree or Ph.D. Participants answered a structured questionnaire related to their experience of studying abroad, as well as an instrument that checked the attachment style (Revised attachment scale for adults - Version for close relationships, Collins, 1996); an instrument that assessed the presence of anxiety symptoms (Measure of severity for separation anxiety disorder - adult, APA, 2013) and an instrument to verify the presence of depression symptoms (Beck Depression Inventory – II, Beck, Steer e Brown, 1967). The results of this research offer ideas for improving the services offered to foreign students, in order to encourage integration at the University of Messina and the successful outcome of studies.Keywords: Attachment. Foreign students. Anxiety. Depression

The predicting role of school Learned helplessness in internalizing and externalizing problems. An exploratory study in students with Specific Learning Disorder.

Research has shown a link between specific learning disorders (SLD) and both internalizing (e.g., anxiety and depression) and externalizing problems (e.g., anger and aggressive behavior). However, the predictive factors of these behaviors have not been examined in significant depth. The main purpose of the present study is, therefore, to investigate the possible presence of learned helplessness as the main predictor of the development of internalizing/externalizing problems in students. The present study also aims to verify whether there are differences between pre-adolescent students with and without SLD in terms of learned helplessness in school and the development of internalizing/externalizing problems. The sample consisted of 84 students, with an average age of 12.9 years (SD= 1.42). A total of 52 males (62 %) and 32 females (38 %) were divided into two groups, based on the presence of SLD (44 students with SLD and 40 without). The results showed that students with SLD demonstrated higher levels of internalizing problems. Further, although learned helplessness in a student was not a predictor of externalizing problems in the group without SLD, it was predictive of internalizing and externalizing problems in the group with it. The study’s results, directions for future research, and implications for the psychological wellbeing of students are also discussed