Impact of Affective Profiles on School Refusal in a Spanish Sample of Primary Education

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Title: Impact of Affective Profiles on School Refusal in a Spanish Sample of Primary Education
Authors: Sanmartín, Ricardo | Inglés, Cándido J. | Gonzálvez, Carolina | Vicent, María | Ruiz Esteban, Cecilia | García-Fernández, José Manuel
Research Group/s: Investigación en Inteligencias, Competencia Social y Educación (SOCEDU)
Center, Department or Service: Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica
Keywords: Affective profiles | School refusal | Differences | Cluster analysis | Primary Education
Knowledge Area: Psicología Evolutiva y de la Educación
Issue Date: 28-Nov-2017
Publisher: Springer Science+Business Media, LLC
Citation: Journal of Child and Family Studies. 2018, 27(4): 1349-1357. doi:10.1007/s10826-017-0962-7
Abstract: Although the study of affective profiles has generated great interest in recent years, no investigations were found that analyze their relationship with school refusal. The present study identified the affective profiles arising from combining positive affect (PA) and negative affect derived from the 10-item Positive and Negative Affect Schedule for Children (PANAS-C) and determined the existence of significant differences between the found affective profiles in school refusal measures obtained from the School Refusal Assessment Scale Revised for Children (SRAS-R-C) in a sample of 1575 Spanish students (aged 8–11 years). On the one hand, cluster analyses confirmed the four affective profiles: Self-Fulfilling Profile (high PA and low NA), High Affective Profile (moderately high PA and high NA), Low Affective Profile (low PA and NA) and Self-Destructive Profile (low PA and high NA). On the other hand, post hoc contrasts showed that students from the Self-Destructive Profile scored significantly higher in the first three factors and the total score of the SRAS-R-C in comparison with the rest of profiles. Conversely, the Self-Fulfilling Profile obtained significantly higher scores in the fourth factor of the SRAS-R-C in comparison with the Low Affective and Self-Destructive Profiles. Due to the fact that the first three factors of the SRAS-R-C have been related with the presence of anxious or depressive symptomatology, the results of this manuscript confirmed that the Self-Destructive Profile is the most maladaptive affective profile and it is important to control and reduce the negative emotional reactions expressed by students in school situations.
Sponsor: This work was supported by the Ministry of Science and Innovation of Spain [EDU2012-35124]; the University of Alicante [UA FPU, 2015-5995] [GRE16-07]; and the Ministry of Education, Research and Sport of Valencia [VALi + d, ACIF-2014-368].
ISSN: 1062-1024 (Print) | 1573-2843 (Online)
DOI: 10.1007/s10826-017-0962-7
Language: eng
Type: info:eu-repo/semantics/article
Rights: © Springer Science+Business Media, LLC, part of Springer Nature 2017
Peer Review: si
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Appears in Collections:INV - SOCEDU - Artículos de Revistas

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