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Higa, Charmaine K.; Daleiden, Eric L.; Chorpita, Bruce F.

doi:10.1023/a:1020727016113

Cited by 35 publications

(16 citation statements)

References 30 publications

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“…Moreover, other studies highlight the relation between Factor III and separation anxiety disorder, which is more prevalent in young children (Kearney and Silverman, 1993; Higa et al, 2002; Kearney, 2002a). In this way, it might be justified that 11-year-olds obtained significantly lower scores in Factor III in comparison with the early age groups.…”

Section: Discussionmentioning

confidence: 99%

“…After the publication of the original test (SRAS; Kearney and Silverman, 1993), several studies focused their analyses in assessing the psychometric properties of the instrument, both the initial version (Brandibas et al, 2001; Higa et al, 2002; Kim, 2010) and the revised version (Kearney, 2006; Lyon, 2010; Haight et al, 2011; Richards and Hadwin, 2011; Seçer, 2014). …”

Section: Introductionmentioning

confidence: 99%

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School Refusal Assessment Scale-Revised: Factorial Invariance and Latent Means Differences across Gender and Age in Spanish Children

et al. 2016

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The aim of this study was to analyze the factorial invariance and latent means differences of the Spanish version of the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) in a sample of 1,078 students (50.8% boys) aged 8–11 years (M = 9.63, SD = 1.12). The results revealed that the proposed model in this study, with a structure of 18 items divided into four factors (Negative Affective, Social Aversion and/or Evaluation, To Pursue Attention and Tangible Reinforcements), was the best-fit model with a tetra-factorial structure, remaining invariant across gender and age. Analysis of latent means differences indicated that boys and 11-year-old students scored highest on the Tangible Reinforcements subscale compared with their 8- and 9-year-old peers. On the contrary, for the subscales of Social Aversion and/or Evaluation and to Pursue Attention, the differences were significant and higher in younger age groups compared to 11-year-olds. Appropriate indexes of reliability were obtained for SRAS-R-C subscales (0.70, 0.79, 0.87, and 0.72). Finally, the founded correlation coefficients of scores of the SRAS-R-C revealed a predictable pattern between school refusal and positive/negative affect and optimism/pessimism.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

School Refusal Assessment Scale-Revised: Factorial Invariance and Latent Means Differences across Gender and Age in Spanish Children

et al. 2016

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“…Atendiendo al modelo funcional de cuatro factores, la relevancia de la afectividad negativa para este constructo queda de manifiesto en la definición del primer factor, sin embargo son escasas las investigaciones que han analizado de manera específica la relación entre estas dos variables. Higa, Daleiden y Chorpita (2002), en su estudio sobre las propiedades psicométricas de la versión original de la SRAS (Kearney y Silverman, 1993), llevaron a cabo el análisis de la relación entre el rechazo escolar y la afectividad negativa, entre otras variables. El cuestionario de autoinforme denominado Affect and Arousal Scales (AFARS; Chorpita, Daleiden, Moffitt, Yim y Umemoto, 2000) fue cumplimentado junto con la SRAS por una muestra de 30 niños con un rango de edad que oscilaba entre los 8.11 y 17.8 años (M = 13.3; DE = 2.4).…”

Section: Antecedentesunclassified

“…Atendiendo a los resultados reportados por esta investigación, cabe señalar que estos hallazgos están en consonancia con los resultados encontrados por Higa et al (2002), a pesar de que en su trabajo analizaron el afecto negativo a través de otro instrumento, concretamente la AFARS (Chorpita et al, 2000).…”

Section: Conclusionesunclassified

“…La afectividad negativa se ha asociado a sentimientos como la tristeza, el miedo, la culpa y la ira (Ebesutani et al, 2012;García-Fernández, Inglés, Vicent, Gonzálvez y Mañas, 2013;Pires, Figueiras, Ribas y Santana, 2013), así como a la ansiedad y la depresión (García-Fernández, Martínez-Monteagudo e García-Fernández, Inglés, Gonzálvez, Vicent y Gómez-Núñez, 2013;Robles y Páez, 2003;Watson, Clark y Carey, 1988), siendo distintos los estudios que han obtenido correlaciones positivas de estas variables con los tres primeros factores de la SRAS-R-C (Higa et al, 2002;Kearney y Silverman, 1993).…”

Section: Conclusionesunclassified

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Estudio Correlacional Entre El Afecto Negativo Y El Rechazo Escolar

Inglés¹,

Gonzálvez²,

Fernández³

et al. 2016

Revista INFAD de Psicología

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RESUMENEl estudio del afecto y su relación con el comportamiento de rechazo a la escuela es un campo de investigación con escasos trabajos previos. El objetivo de estudio fue analizar la relación entre el Afecto Negativo y los distintos factores que justifican el rechazo escolar en estudiantes de Educación Primaria. La muestra estuvo compuesta por 476 estudiantes españoles con un rango de edad que osciló entre los 8 y los 12 años (M = 10.08; DE = 1.28). Las variables de este estudio fueron evaluadas mediante el 10-Item Positive and Negative Affect Schedule for Children (PANAS-C), para medir la subescala de Afecto Negativo, y la School Refusal Assessment Scale-Revised for Children (SRAS-R-C), para evaluar los cuatro factores que justifican el comportamiento de rechazo a la escuela (I. Evitar la Afectividad Negativa; II. Escapar de la Aversión Social o Evaluación; III. Búsqueda de la Atención de otras Personas Significativas; IV. Búsqueda de Refuerzos Tangibles Fuera del Ámbito Escolar). Los resultados revelaron que existían correlaciones positivas y significativas entre el Afecto Negativo y los tres primeros factores de la SRAS-R-C, mientras que no resultaron significativas para el cuarto factor. Los resultados obtenidos confirman la relación entre sentimientos de afectividad negativa y el rechazo escolar, aspecto que debe ser considerado en el estudio de estos casos.Palabras clave: afecto negativo, rechazo escolar, correlaciones, Educación Primaria. ABSTRACTCorrelational study between negative affect and school refusal The study of affect and its relationship with school refusal behaviour is a field of research with little previous works. The aim of the study was to analyse the relationship between Negative Affect

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Toward reduced bias and increased utility in the assessment of school refusal behavior: The case for diverse samples and evaluations of context

Lyon

Cotler

2007

Psychology in the Schools

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The current article reviews the literature on school refusal behavior. Definitional inconsistencies, the effects of biased assessment processes, and the consequences of the lack of ethnic, racial, and economic diversity in school refusal research samples are highlighted. An increase in the use of low-income, ethnic minority, community samples in school refusal research is proposed in order to create a more representative and useful literature. Concerns regarding artificial and impractical divisions between the commonly used labels of school refusal and truancy are also discussed. Suggestions are proposed for a new pragmatic framework of school refusal assessment for research and clinical work that utilizes and enhances Kearney's functional approach. The framework has the potential to incorporate the influences of multiple cultural contexts in order to aid professionals from different disciplines in both prevention and early intervention for school refusal in low-income, ethnic minority populations. Additional suggestions for future direction in school refusal research are also discussed.

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Untitled

Cited by 35 publications

References 30 publications

School Refusal Assessment Scale-Revised: Factorial Invariance and Latent Means Differences across Gender and Age in Spanish Children

School Refusal Assessment Scale-Revised: Factorial Invariance and Latent Means Differences across Gender and Age in Spanish Children

Estudio Correlacional Entre El Afecto Negativo Y El Rechazo Escolar

Toward reduced bias and increased utility in the assessment of school refusal behavior: The case for diverse samples and evaluations of context

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