El afecto positivo como factor protector del comportamiento de rechazo a la escuela

Gonzálvez, Carolina; Sanmartín, Ricardo; Gómez-Núñez, María Isabel; Aparicio, Pilar; Vicent, María

doi:10.4067/s0718-07052018000300089

Cited by 6 publications

(15 citation statements)

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“…This result differs from that obtained in the study by Sanmartín et al ( 2018a ) where the highest scores with this factor were obtained by the self-fulfilling profile, although in our study, the adolescents in the self-fulfilling profile also showed high scores in this fourth functional condition. However, our results may be supported by other research in which positive relationships have been found both between negative affect and behavioral problems (Loney et al, 2006 ; Baldwin and Dadds, 2008 ) and between positive affect and the fourth SRAS-R-C factor (Gonzálvez et al, 2016 , 2018a ). Therefore, it seems that presenting high levels of positive and negative affect could be a risk factor leading to the development of truancy-related behavioral problems, in which the anxiety component is not present.…”

Section: Discussionsupporting

confidence: 89%

“…Inglés et al (2016) found, in a sample of 476 Spanish children between 8 and 12 years, that negative affect showed positive and significant correlations with the first three SRAS-R-C factors and did not find significant relationships with the fourth. The results of the study by Gonzálvez et al (2018a) also indicate the same. In fact, in their study, the logistic regression analyses revealed that positive affect predicted negative and significantly high scores in school refusal for the first two factors, while it predicted positive and significantly high scores for SRAS-R factors 3 and 4.…”

Section: Introductionsupporting

confidence: 60%

“…In this case, the adolescents, together with characteristics related to discomfort, would show enthusiasm, joy, energy, interest, and motivation, which, perhaps, would incite them to look for other activities that they find more fun or appealing outside the school environment during class time. Based on these findings, it appears that the influence of positive affect as a possible protective factor of school refusal behavior is complex and depends on the cause that justifies or motivates the behavior and may even, in some cases, be a reinforcer of such behavior (Gonzálvez et al, 2018a ). In these adolescents, it would be important to work on the rational interpretation of their behavior and to reflect on the consequences linked to truancy.…”

Section: Discussionmentioning

confidence: 99%

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Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents

et al. 2021

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Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.

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Section: Discussionsupporting

confidence: 89%

Section: Introductionsupporting

confidence: 60%

Section: Discussionmentioning

confidence: 99%

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Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents

et al. 2021

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“…In the first two conditions, school rejection is maintained by negative reinforcement (e.g., avoiding oral or written test assessment), and in the last two, by positive reinforcement (e.g., attracting the attention of parents or devoting time to recreational activities such as playing videogames or watching television). The following school rejection behavior profiles have been identified the most frequently: Non-School Refusal Behavior, School Refusal Behavior by Negative Reinforcement, School Refusal Behavior by Positive Reinforcement, and School Refusal Behavior by Multiple or Mixed Reinforcements (characterized by high combined scores on the conditions for both negative and positive reinforcement) [10][11][12][13]. In this study, the term School Refusal Behavior (SRB) has been used to name the profiles of students who are truant or refuse to attend school because this is the term most widely used in this type of study [10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

“…The following school rejection behavior profiles have been identified the most frequently: Non-School Refusal Behavior, School Refusal Behavior by Negative Reinforcement, School Refusal Behavior by Positive Reinforcement, and School Refusal Behavior by Multiple or Mixed Reinforcements (characterized by high combined scores on the conditions for both negative and positive reinforcement) [10][11][12][13]. In this study, the term School Refusal Behavior (SRB) has been used to name the profiles of students who are truant or refuse to attend school because this is the term most widely used in this type of study [10][11][12][13].…”

Section: Introductionmentioning

confidence: 99%

School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

et al. 2021

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The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (Mage = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed.

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Percepción de estudiantes universitarios respecto al bienestar subjetivo, la inteligencia emocional y el optimismo

Vera Sagredo,

Molina Farfán,

Jiménez Pérez

et al. 2021

Aleta.rev.desarro.hum.educ.soc.contemp.

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En el presente artículo se abordaron distintos factores socioemocionales y su relación con los Afectos Positivos (AP) y Afectos Negativos (AN) de estudiantes de dos universidades (N = 587) de la región del Biobío, Chile. A partir de una metodología cuantitativa, se examinaron diferencias y relaciones de variables como la inteligencia emocional, la satisfacción de vida, el optimismo y los afectos. Con el propósito de cuantificar las diferencias y relaciones entre las distintas variables examinadas, se procedió a realizar análisis comparativos de diferencias a través de la prueba t, el ANOVA y las correlaciones mediante el coeficiente de Pearson. Además, se realizaron modelos de regresión múltiple con el método de pasos sucesivos o step wise para predecir los afectos de los estudiantes respecto a las distintas variables analizadas. Los principales resultados darían cuenta de que las mujeres presentan mayores puntuaciones en afectos negativos y los hombres en características pesimistas. Además, se evidenciaría una relación significativa entre la inteligencia emocional, el optimismo de las mujeres y los afectos positivos, y en los hombres, se agregaría la satisfacción de vida.

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El afecto positivo como factor protector del comportamiento de rechazo a la escuela

Cited by 6 publications

References 23 publications

Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents

Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents

School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

Percepción de estudiantes universitarios respecto al bienestar subjetivo, la inteligencia emocional y el optimismo

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