Gonzálvez Carolina, Díaz-Herrero Ángela, Sanmartín Ricardo, Vicent María, Fernández-Sogorb Aitana, García-Fernández José M
Department of Development Psychology and Teaching, University of Alicante, San Vicente del Raspeig, Spain.
Department of Development Psychology and Education University of Murcia, Murcia, Spain.
Front Public Health. 2020 Dec 3;8:598915. doi: 10.3389/fpubh.2020.598915. eCollection 2020.
Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15-18 years ( = 16.28; =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.
存在上学出勤问题的学生是一个多样化且异质的群体，其症状模式会随时间变化。本研究旨在识别不同的学校拒绝行为概况，并根据四个情境因素和跨性别的三种学校焦虑反应系统，确定这些概况彼此之间是否存在差异。参与者为1685名15至18岁的西班牙学生（49%为女性）（平均年龄=16.28岁；标准差=0.97）。采用了修订后的学校拒绝评估量表（SRAS-R）和学校焦虑量表（SAI）。潜在概况分析揭示了五种学校拒绝行为概况：非学校拒绝行为、混合学校拒绝行为、通过正强化的学校拒绝行为、低学校拒绝行为和高学校拒绝行为。结果表明，高学校拒绝行为组和混合学校拒绝行为组是适应性最差的概况，因为它们在学校焦虑方面获得了最高平均分。相比之下，非学校拒绝行为组和通过正强化的学校拒绝行为组在学校焦虑方面得分最低。未发现基于性别的显著差异，只是与男孩相比，女孩在混合学校拒绝行为概况中的占比更高，但效应量较小。结合促进良好心理健康以预防青少年及更年幼年龄段上学出勤问题的重要性对研究结果进行了讨论。
