Exploratory two-level analysis of individual- and school-level factors on truant youth emotional/psychological functioning

Dembo, Richard; Wareham, Jennifer; Schmeidler, James; Winters, Ken C.

doi:10.1080/00220671.2014.1002881

Cited by 9 publications

(10 citation statements)

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“…School refusal is a complex issue that can be determined by different individual and contextual risk factors that interact with each other; these act as predisposing, precipitating, and/or perpetuating factors (Heyne et al, 2014; Maynard et al, 2018) that could lead to a rapid decline in school adjustment and achievement (Dembo et al, 2016; Gonzálvez et al, 2017, 2018).…”

Section: Discussionmentioning

confidence: 99%

School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement

et al. 2019

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School refusal (SR) is a complex problem that may be caused by different risk factors such as individual and contextual factors ( Kearney, 2007 ; Maynard et al., 2018 ; Heyne et al., 2019 ). These mechanisms can be described in the context of self-determination theory (SDT). For these reasons, the purpose of the present study is investigate the relationship between teacher perceived psychological control and support, psychological basic needs, SR behavior, and academic achievement, on adolescent sample. It is hypothesized that teacher perceived psychological control and autonomy support play a role on need frustration and need satisfaction; in turn, need satisfaction could reduce while need frustration could promote SR behavior and number of absences. Finally, SR behavior and number of absences could reduce academic achievement. 263 students (196 females, 67 males) with an average age of 16.14 (SD = 1.35; range 13–20 years). SEM analyses with observed variables have shown that the final model fit well the data, χ 2 (8) = 16.34, p = 0.04, CFI = 0.96, SRMR = 0.04, RMSEA (90% CI) = 0.06 (0.01; 0.10), showing the following significant path: need satisfaction was positively predicted by perceived teacher support and negatively predicted by teacher perceived psychological control; need frustration was positively predicted by teacher perceived psychological control; number of absences was negatively predicted by need satisfaction; SR was positively predicted by need frustration; school achievement was negatively predicted by SR and number of absences. These results have several implications for the school context and the deepening of the construct of SR and absenteeism.

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Section: Discussionmentioning

confidence: 99%

School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement

et al. 2019

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“…The motivation behind this study may be summarized by the following (1) low academic performance results in Spain as reported by international assessments, mainly in the area of mathematics (OECD, , ); (2) a prevalence of school refusal as an educational issue that negatively affects school performance and generates adverse consequences in the personal, academic, and social development of the students (Dembo et al., ; García‐Fernández et al., ; Gonzálvez et al., ; Kearney & Graczyk, ; Qualter et al., ; Thornton, Darmody, & McCoy, ); and (3) the inclusion of motivational and affective aspects as variables of study of vital importance for the educational process (Froiland & Davison, ; Kroustallakia, Kokkinakia, Sideridisb, & Simosc, ).…”

Section: Discussionmentioning

confidence: 99%

“…However, long‐term consequences may include school failure, employment difficulties, truancy, or premature school dropout (Kearney, ). In addition, mental health problems have been identified among truant youths (Dembo, Wareham, Schmeidler, & Winters, ). To avoid a long‐lasting impact on the child's development, early identification and effective interventions are required.…”

mentioning

confidence: 99%

Academic self‐attributions for success and failure in mathematics and school refusal

Gonzálvez

Sanmartín

Vicent

et al. 2018

Psychology in the Schools

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The aim of this research is twofold: to analyze the mean differences scores in mathematic self-attributions based on school refusal and to verify its predictive capability on high scores in school refusal. The Sydney Attribution Scale and the School Refusal Assessment Scale-Revised were administered to 1078 Spanish students (50.8% boys) aged between 8 and 11 years (M = 9.63; SD = 1.12). School refusers based on negative affect or anxiety attributed their failures more to the lack of capacity and effort, whereas students searching for tangible reinforcements outside of the school were more likely to attribute their successes to capacity. In turn, academic attributions acted as both positive and negative predictors of high-school refusal.Results are discussed considering more adaptive attributional styles. K E Y W O R D Sacademic self-attributions, mathematics, school refusalThe interest in determining the results of academic performance on a massive scale through international assessments began during the mid-20th century. The International Association for the Evaluation of Educational Achievement initiated these reports and mathematics was the first domain to be assessed. Today, the Program for International Student Assessment is one of the principal world scales used to evaluate the quality, equity, and efficiency of the educational systems in the areas of mathematics, sciences, and reading. More and more countries are participating in this study.In its first edition, held in 2000, 43 countries participated, while in the last edition of 2015, 72 countries from the five continents participated, including the 34 belonging to the Organization for Economic Co-operation and Development (OECD). In the latest reports produced by this organization, it has been noted that the academic performance of Spanish children has improved slightly in sciences and language, although it is below the OECD average for mathematics (OECD, 2012(OECD, , 2015. made to educational professionals: (1) to introduce a favorable working atmosphere in their day-to-day practice; (2) to foster the attribution of achievements to internal, unstable, and controllable factors such as effort, as opposed to external factors such as fate and luck; and (3) and to improve the students' level of aspiration by promoting attributions to the effort exerted and by maintaining appropriate expectations based on their level. ORCID Carolina Gonzálvez

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“…An enduring categorical dichotomy has involved school refusal-truancy, which has been historically based on an internalizing-externalizing behavior problem distinction (Young et al, 1990). School refusal is often linked to internalizing difficulties such as anxiety and depression, whereas truancy is often linked to externalizing difficulties such as oppositional and conduct problems (Dembo et al, 2016). In addition, school refusal is sometimes associated with parental knowledge of a child’s absenteeism, whereas truancy is often tied to lack of parental knowledge (Bobakova et al, 2015).…”

Section: Categorical Distinctionsmentioning

confidence: 99%

“…Others have argued that broader societal or cultural variables also impact school attendance problems, including zero tolerance-based legal statutes, assimilation and language barriers, and immigration issues, among others (Casoli-Reardon et al, 2012). Categories of risk and contextual factors for SA/A are sometimes studied singularly (e.g., Hendron and Kearney, 2016), though many recent approaches have utilized more sophisticated multilevel modeling and related statistical procedures to examine these categories collectively (Dembo et al, 2016; Van Eck et al, 2017; Ramberg et al, 2019). An accumulation of risk/contextual factors appears to exacerbate risk of school attendance problems (Catalano et al, 2012; Ingul et al, 2019) and thus may be more evident in Tier 3 than Tier 2 cases (Vaughn et al, 2013).…”

Section: Dimensional Approachesmentioning

confidence: 99%

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

et al. 2019

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School attendance is an important foundational competency for children and adolescents, and school absenteeism has been linked to myriad short- and long-term negative consequences, even into adulthood. Many efforts have been made to conceptualize and address this population across various categories and dimensions of functioning and across multiple disciplines, resulting in both a rich literature base and a splintered view regarding this population. This article (Part 1 of 2) reviews and critiques key categorical and dimensional approaches to conceptualizing school attendance and school absenteeism, with an eye toward reconciling these approaches (Part 2 of 2) to develop a roadmap for preventative and intervention strategies, early warning systems and nimble response, global policy review, dissemination and implementation, and adaptations to future changes in education and technology. This article sets the stage for a discussion of a multidimensional, multi-tiered system of supports pyramid model as a heuristic framework for conceptualizing the manifold aspects of school attendance and school absenteeism.

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Exploratory two-level analysis of individual- and school-level factors on truant youth emotional/psychological functioning

Cited by 9 publications

References 81 publications

School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement

School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement

Academic self‐attributions for success and failure in mathematics and school refusal

Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1)

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