Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress

Gonzálvez, Carolina; Kearney, Christopher A.; Jiménez-Ayala, Carlos E.; Sanmartín, Ricardo; Vicent, María; Inglés, Cándido J.; Garcı́a-Fernández, José Manuel

doi:10.1016/j.psychres.2018.08.069

Cited by 55 publications

(73 citation statements)

References 29 publications

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“…Moreover, this study is framed within a new perspective that seeks to identify which factors act as protectors of school refusal behavior. The negative to attend school has been commonly associated with internalizing problems such as anxiety or depression (Heyne et al, 2011; Richards and Hadwin, 2011; Gonzálvez et al, 2018a,b), externalizing problems such as disruptive behaviors (Egger et al, 2003; Maynard et al, 2012) and low academic performance (Barry et al, 2010; Yahaya et al, 2010; Thornton et al, 2013). From these data, the interest in detecting those variables that negatively affect students who refuse or show difficulties to attend school is evident.…”

Section: Discussionmentioning

confidence: 99%

“…In the last few years, most of the studies that have analyzed the relationship between school refusal and different personality traits and emotional states have chosen variables that fundamentally have a negative impact on school attendance problems. The findings of these studies reveal that school refusal is associated with higher scores in anxiety (Kearney and Albano, 2004; Gonzálvez et al, 2018a), depression (Egger et al, 2003; Gonzálvez et al, 2018b) or pessimism (Gonzálvez et al, 2018c). However, this work pretends to analyze the impact of a variable, social functioning, whose high levels are expected to have a positive effect and lead to lower school refusal rates.…”

Section: Introductionmentioning

confidence: 94%

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Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children

et al. 2019

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This study aims to examine the factorial invariance and latent mean differences across gender of the Spanish version of the Child and Adolescent Social Adaptive Functioning Scale (Study 1) and to value the function of social functioning as a protective ability of school refusal behavior (Study 2). Participants were Spanish students aged 8–12 years carefully chosen by simple random cluster, 345 for the first study ( M = 9.17; SD = 1.03) and 1,032 students for the second study ( M = 10.02; SD = 1.77). The measures used were the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) and the School Refusal Assessment Scale-Revised (SRAS-R). Results about the validation of the scale supported the model proposed in this study for the CASAFS, with 15 items and a four-factor structure (school performance, peer relationships, family relationships, and home duties/self-care). Findings revealed invariance across gender for this model and good internal consistency levels were exhibited in each of the four dimensions of the CASAFS (0.76, 0.72, 0.74, and 0.71). Latent mean differences did not report differences between boys and girls. Regarding the second study, the social functioning acted as a protective factor of school refusal behavior by negatively and significantly predicting high scores in school refusal behavior due to anxiety symptoms or feelings of negative affect linked to the obligation to attend school. Opposite results were found for those students who justify their refusal to attend school in pursuing tangible reinforcements outside the school setting. These findings strengthen the reliability and validity of the CASAFS and the idea of social functioning as a person’s ability which could prevent school refusal behavior is discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 94%

Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children

et al. 2019

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“…In addition, school withdrawal at the period of junior high school has been reported to be related to communication skills in school settings among the student group in the transitional phase of adjustment to junior high school, and school absenteeism has been attributed to school-life skills, including communication skills [ 32 ]. Moreover, aggression toward peers has been reported as a potential predictor of school withdrawal [ 10 ]. However, the current study revealed no significant relationship among children with scores below 39 points.…”

Section: Discussionmentioning

confidence: 99%

“…Several previous studies reported that a range of problems among children, including physical health, psychological health, social relationships, and living environment, are all related to difficulties at school, as measured by absenteeism [ 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 ]. Various lifestyle factors and school-related variables are reported to be associated with absenteeism.…”

Section: Introductionmentioning

confidence: 99%

Life Satisfaction, Interpersonal Relationships, and Learning Influence Withdrawal from School: A Study among Junior High School Students in Japan

Înoue

Kato

Yorifuji

2018

IJERPH

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School absenteeism, particularly among junior high school students, has increased annually in Japan. This study demonstrates the relationship between subjective adjustment to school life and students’ absenteeism. Data were collected from 17,378 junior high school students in Japan. A longitudinal design was used for the study. Teachers were asked to distribute the Adaptation Scale for School Environments on Six Spheres (ASSESS) questionnaire to junior high school students and ask the students to fill out the questionnaire at the beginning of the 2014 academic year in April 2014, and the relationship between their subjective adjustment and absenteeism as measured by the total number of absent days during the 2014 academic year was evaluated by logistic regression and a survival analysis model. Low life satisfaction was associated with absences. The corresponding odds ratio (OR) was higher for seventh graders (OR 3.29, confidence interval (CI): 2.41–4.48, hazard ratio (HR) 5.57, CI: 3.51–8.84) than for students in other grades. Interpersonal relationships were significantly related to absenteeism for seventh and eighth graders in the group with scores less than 39 points. Lower adjustment to learning seemed to be related to absenteeism for seventh and eighth graders. For effective interventions, a well-designed study that uses detailed information regarding life-related covariates is necessary.

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“…So, the first two conditions refer to school refusal behavior based on negative reinforcement or the avoidance of aversive situations, whereas the latter two conditions refer to school refusal behavior that is based on positive reinforcement or obtaining something positive outside the school (Kearney, 2002). This functional classification system has considerable advantages, such as a greater ability to distinguish between the different causes of SRB with and without anxious symptomatology (Gonzálvez et al, 2018; Sanmartín et al, 2018), and therefore, an increased specification and efficiency in the implementation of intervention strategies for each student.…”

Section: Introductionmentioning

confidence: 99%

Latent Class Analysis of School Refusal Behavior and Its Relationship With Cyberbullying During Adolescence

et al. 2019

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Cyberbullying is a common relational problem having negative repercussions on the academic performance of adolescents. Numerous questions remain to be answered with regard to the relationship between cyberbullying and school refusal behavior. This study examines school refusal profiles (measured by School Refusal Assessment Scale-Revised) and assesses whether these profiles vary with respect to the level of victimization, aggression, aggression-victimization, and observation of cyberbullying (measured with the Screening of Harassment among Peers). The sample consisted of 1,102 Spanish high school students, aged 12–18 ( M = 14.30, SD = 1.71). Latent class analysis revealed three school refusal behavior profiles: non-school refusal behavior, school refusal behavior by negative reinforcements (oriented to the avoidance of social evaluation and negative affectivity in school situations), and school refusal behavior by positive reinforcements (oriented to obtaining the attention of others with significant or tangible reinforcements). The ANOVA found statistically significant differences for all cyberbullying behaviors. Students with school refusal by negative reinforcements had significantly higher mean scores as compared to the other profiles in victimization, aggression, aggression-victimization, and observation behaviors, while the levels of cyberbullying were similar between students without school refusal and students with school refusal behavior by positive reinforcements. These findings underscore the need to consider priority interventions to prevent cyberbullying in children who refuse school for the purpose of avoiding situations of anxiety and negative emotions.

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Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress

Cited by 55 publications

References 29 publications

Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children

Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children

Life Satisfaction, Interpersonal Relationships, and Learning Influence Withdrawal from School: A Study among Junior High School Students in Japan

Latent Class Analysis of School Refusal Behavior and Its Relationship With Cyberbullying During Adolescence

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