School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional model and (2) to analyse the relationship between the identified school refusal behaviour profiles and academic self-attributions in language and literature. The School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS) were administered to 926 Spanish students (51% boys) aged 8 to 11 (M = 9.57; SD = 1.07). Four school refusal behaviour profiles were obtained: low school refusal behaviour, school refusal behaviour by positive reinforcement, mixed school refusal behaviour and high mixed school refusal behaviour. School refuser profiles, characterised by high scores on the first three factors of the SRAS-R (high mixed and mixed school refusal behaviour profiles), reported higher scores on an academic self-attributional style, in which they associate their failures with a lack of ability and effort. Results are discussed, considering the relationship between school refusal behaviour and unsuitable attributional styles in language and literature. Promoting effective coping skills to deal with school failure situations will seek to improve, as far as possible, the needs of all students contributing to a healthy learning environment.
Students with School Refusal Behaviour (SRB) are a diverse group, often associated with negative academic repercussions (e.g., low academic performance, learning difficulties or academic demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on low and high scores on the four functional conditions assessed by the School Refusal Assessment Scale-Revised (SRAS-R) and 2) to examine the relationship between SRB profiles and learning strategies. The SRAS-R and the Inventory of Learning and Study Strategies-High School version were administered to 1,261 students aged to 14 to 18 (M = 16.51; SD = 1.84). Four SRB profiles were obtained: SRB by positive reinforcement, Low SRB, SRB by negative reinforcement and Mixed SRB. School refusers belonging to the Mixed SRB and SRB by negative reinforcement profiles are characterised by low scores on learning strategies, except for the Anxiety dimension. The practical implications of these findings suggest that implementing study techniques and learning strategies programmes, in addition to courses on anxiety management and self-care will help students improve their learning paths and reduce anxiety-based school refusal.
Los problemas de asistencia a la escuela son un tema candente dentro de la sociedad en la que nos encontramos ya que poseen un impacto significativo en el desarrollo del alumnado. El objetivo de este estudio consiste en comprobar si existen diferencias en las puntuaciones medias entre los sujetos con bajas y altas puntuaciones en rechazo escolar en función de las dimensiones de las atribuciones académicas en Lengua. Se administraron la Sydney Attribution Scale (SAS) y la School Refusal Assessment Scale-Revised (SRAS-R) a 732 estudiantes (52% chicos) comprendidos entre 8 y 11 años (M =9.71; SD = 1.06). A partir de los resultados hallados, se confirma la hipótesis de inicio, según la cual se esperaba que el alumnado con altas puntuaciones en rechazo escolar obtuviera puntuaciones significativamente superiores en su atribución del fracaso a la falta de capacidad y esfuerzo. Esto ocurrió en aquellos estudiantes que basaban su rechazo a la escuela en evitar la afectividad negativa generada por determinadas situaciones escolares o escapar de situaciones de aversión social o evaluación. La actual situación ocasionada por la pandemia de la COVID-19, ha acentuado los problemas de la sociedad, y, sobre todo, del alumnado y todo lo que ello conlleva. Con el propósito de prevenir los problemas subyacentes es necesario conocer las necesidades de este alumnado y formar a los docentes para que sepan detectar estas dificultades a la hora de asistir a la escuela y estar preparados para ayudar al alumnado en su proceso de enseñanza-aprendizaje.
There is a growing interest in quantifying the risk of presenting maladaptive behaviors through the use of multivariate prediction algorithms such as logistic regressions. The objective of this study was to analyze the predictive capacity of school refusal behavior on high levels of social anxiety. The study used a sample of 895 Chilean adolescents (54.3% girls) aged between 14 and 17 years. The School Refusal Assessment Scale-Revised (SRAS-R) and the Social Anxiety Scale for Adolescents (SAS-A) were administered. The results revealed that adolescents with school refusal presented significantly higher scores in social anxiety than their peers with low scores in school refusal. This is due to feelings of social aversion, negative affectivity, fear of evaluation, or the use of this behavior to pursue the attention of significant others. This type of school refusal was found to be a positive and statistically significant predictor of high scores for social anxiety. On the contrary, when school refusal is based on obtaining tangible reinforcement outside the school, this factor acts as a negative and statistically significant predictor of high scores for social anxiety. These findings are discussed with reference to the differences found according to the type of school refusal behavior and its impact on the appearance of high levels of social anxiety.
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