Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain.
Sci Prog. 2021 Jul-Sep;104(3):368504211029464. doi: 10.1177/00368504211029464.
Children experience significant number of stressful situations at school during their academic years. The aims of this study were to identify school refusers groups of children through latent profile analysis and to test their associations with school-related sources and manifestation of stress. Data were obtained from 755 schoolchildren (8-11 years) from public and private schools of Alicante and Murcia (Spain), using the School Refusal Assessment Scale-Revised (SRAS-R) and the School Situation Survey (SSS). In general, positive and statistically significant correlations were identified between school refusal behavior and school-related sources and manifestations of stress. School refusers groups were derived from the combination of high and low scores in the four functional conditions assessed by the SRAS-R. "Low School Refusal Behavior Profile,""School Refusal Behavior by Positive Reinforcement Profile" and "Mixed School Refusal Behavior Profile" were identified. The percentages of children within these profiles were 47.7%, 46.6%, and 5.7%, respectively. The Mixed School Refusal Behavior Profile was the group with the highest average scores in the school-related stress factors. In contrast, the group with the lowest mean scores was the Low School Refusal Behavior Profile. By comparing the Low School Refusal Behavior Profile with the Mixed School Refusal Behavior Profile, the largest effect sizes were found. Findings are discussed from a socio-ecological perspective considering the school context conditions as key elements in the development of school refusal behaviors.
儿童在学业期间会在学校经历大量的压力情况。本研究的目的是通过潜在剖面分析确定学校拒学儿童群体，并检验其与学校相关的压力源和表现之间的关联。数据来自西班牙阿利坎特和穆尔西亚的公立和私立学校的 755 名 8-11 岁的学童，使用学校拒学评估量表修订版（SRAS-R）和学校情况调查（SSS）进行收集。一般来说，拒学行为与学校相关的压力源和表现之间存在积极且具有统计学意义的相关性。拒学儿童群体是根据 SRAS-R 评估的四个功能状况的高分和低分组合得出的。确定了“低拒学行为特征”、“正强化拒学行为特征”和“混合拒学行为特征”三种特征。这些特征中儿童的比例分别为 47.7%、46.6%和 5.7%。在与学校相关的压力因素中，混合拒学行为特征组的平均得分最高。相比之下，平均得分最低的是低拒学行为特征组。通过将低拒学行为特征组与混合拒学行为特征组进行比较，发现最大的效应量。从社会生态的角度讨论了这些发现，认为学校环境条件是发展拒学行为的关键因素。
