Leiden University Institute for Psychological Research, the Netherlands.
Behav Cogn Psychother. 2012 May;40(3):255-69. doi: 10.1017/S1352465811000427. Epub 2011 Jun 29.
The purpose of this study was to investigate the cognitions of anxious school refusers. The cognitive constructs under investigation included negative cognition commonly linked to youth anxiety (i.e. negative automatic thoughts and cognitive errors) and positive automatic thoughts.
The cognition of school refusers (n = 50) and youth from a community sample (n = 181) was assessed with the Children's Automatic Thoughts Scale-Negative/Positive and the Children's Negative Cognitive Error Questionnaire-Revised.
When controlling for anxiety, school refusers were found to report more negative automatic thoughts concerning personal failure, fewer negative automatic thoughts concerning hostility, and fewer positive automatic thoughts. Negative automatic thoughts concerning personal failure and hostility, and the negative cognitive error of overgeneralizing were found to independently predict school refusal.
The findings underscore the importance of further researching the role of cognition in the development, maintenance, and treatment of anxiety-based school refusal.
本研究旨在探讨焦虑性逃学者的认知。研究中考察的认知结构包括与青年焦虑相关的常见负性认知（即负性自动思维和认知错误）和正性自动思维。
采用儿童自动思维量表-负性/正性和儿童负性认知错误问卷修订版评估逃学者（n=50）和社区样本青年（n=181）的认知。
在控制焦虑的情况下，逃学者报告更多的个人失败负性自动思维、更少的敌意负性自动思维和更少的正性自动思维。个人失败和敌意的负性自动思维以及过度泛化的负性认知错误被发现可独立预测逃学。
研究结果强调了进一步研究认知在基于焦虑的逃学的发展、维持和治疗中的作用的重要性。
