2016
DOI: 10.3389/fpsyg.2016.02011
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Abstract: 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… Show more

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Cited by 51 publications
(53 citation statements)
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References 49 publications
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“…Derived understandings, it is argued, can provide a helpful guide for intervention. The Scale is widely reported in the school refusal literature and has been translated into various languages, for example, German (Walter, von Bialy, von Wirth, & Doepner, ), Spanish (Gonzálvez et al., ) and Turkish (Seçer, ).…”
Section: Assessmentmentioning
confidence: 99%
“…Derived understandings, it is argued, can provide a helpful guide for intervention. The Scale is widely reported in the school refusal literature and has been translated into various languages, for example, German (Walter, von Bialy, von Wirth, & Doepner, ), Spanish (Gonzálvez et al., ) and Turkish (Seçer, ).…”
Section: Assessmentmentioning
confidence: 99%
“…: ¿Cuántas veces rechazas ir a la escuela porque quieres divertirte fuera de la escuela?). Gonzálvez et al (2016) probaron las propiedades psicométricas de la escala en población española, con niveles de fiabilidad entre .70 y .87.…”
Section: Instrumentosunclassified
“…No obstante, existe un colectivo, dentro de esta población que rechaza la idea debido a diversas situaciones. Una de ellas, tiene que ver con el rechazo escolar, el cual se entiende como la negativa de un niño o niña a acudir al centro escolar (Kearney y Bates, 2005;Gonzálvez et al, 2016). Es decir, esa conducta negativa que tiene repercusiones desfavorables para la formación integral de los niños y jóvenes en edad escolar, lo que llega a ser contraproducente a nivel social y profesional (Cava y Musitu, 2003).…”
Section: Introductionunclassified
“…For example, researchers have found that depression and less prosocial behaviors are often primary features of anxious youth with school attendance problems (Pflug and Schneider, 2016;Sibeoni et al, 2018;Tekin et al, 2018). In addition, others have associated school attendance problems linked with internalizing behaviors to key profiles surrounding optimism/pessimism, positive/negative affect, social functioning, and anxiety severity (Gonzálvez et al, 2016(Gonzálvez et al, , 2019Fernández-Sogorb et al, 2018;Sanmartín et al, 2018).…”
Section: Introductionmentioning
confidence: 99%