Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety
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Título: | Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety |
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Autor/es: | Gonzálvez, Carolina | Díaz Herrero, Ángela | Sanmartín, Ricardo | Vicent, María | Fernández-Sogorb, Aitana | García-Fernández, José Manuel |
Grupo/s de investigación o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Palabras clave: | School attendance problems | School refusal | School anxiety | Latent profile analysis | Adolescence |
Área/s de conocimiento: | Didáctica y Organización Escolar | Psicología Evolutiva y de la Educación |
Fecha de publicación: | 3-dic-2020 |
Editor: | Frontiers Media |
Cita bibliográfica: | Gonzálvez C, Díaz-Herrero Á, Sanmartín R, Vicent M, Fernández-Sogorb A and García-Fernández JM (2020) Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety. Front. Public Health 8:598915. doi: 10.3389/fpubh.2020.598915 |
Resumen: | Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages. |
Patrocinador/es: | This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with the grant number RTI2018-098197-B-I00 awarded to JG-F and the project GV/2019/075 awarded to CG. |
URI: | http://hdl.handle.net/10045/110799 |
ISSN: | 2296-2565 |
DOI: | 10.3389/fpubh.2020.598915 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2020 Gonzálvez, Díaz-Herrero, Sanmartín, Vicent, Fernández-Sogorb and García-Fernández. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3389/fpubh.2020.598915 |
Aparece en las colecciones: | INV - SOCEDU - Artículos de Revistas |
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