Granell de Aldaz E, Feldman L, Vivas E, Gelfand D M
J Nerv Ment Dis. 1987 Jul;175(7):402-7. doi: 10.1097/00005053-198707000-00003.
Parent, teacher, and child reports were used to identify situational and personal factors associated with school refusal in 114 3- to 13-year-old Venezuelan children. The sample consisted of 57 school refusers and 57 nonrefusers matched on age, school, and sex. As compared with nonrefusers, the refusers had changed schools more often, were rated as more dependent, had more school-related fears, and were perceived by their parents as more difficult to manage. Stepwise multiple regression analyses revealed that school refusal status could be predicted by both situational and personality variables including the child's fear level, dependency, depression, frequency of school changes, history of refusal in the family, and other variables. Refusal onset frequently coincided with situational stress (e.g., the beginning of the school year, a new school or teacher, or trouble with a teacher or peers). Categories of refusal resembled those of other studies and included adjustment reaction, school phobia, and emotional disturbance. In the future, these risk factors can be used to identify and treat potential school refusers.
研究采用家长、教师和儿童报告，以确定114名3至13岁委内瑞拉儿童中与拒学相关的情境因素和个人因素。样本包括57名拒学儿童和57名非拒学儿童，两组在年龄、学校和性别上相匹配。与非拒学儿童相比，拒学儿童转学更频繁，被评定为更具依赖性，有更多与学校相关的恐惧，且父母认为他们更难管教。逐步多元回归分析显示，拒学状况可通过情境变量和人格变量来预测，这些变量包括儿童的恐惧程度、依赖性、抑郁、转学频率、家庭拒学史及其他变量。拒学开始常常与情境压力同时出现（例如，学年开始、新学校或新老师、与老师或同学产生矛盾）。拒学类别与其他研究相似，包括适应反应、学校恐惧症和情绪障碍。未来，这些风险因素可用于识别和治疗潜在的拒学儿童。
