Impact of Affective Profiles on School Refusal in a Spanish Sample of Primary Education

Sanmartín, Ricardo; Inglés, Cándido J.; Gonzálvez, Carolina; Vicent, María; Esteban, Cecilia Ruíz; Garcı́a-Fernández, José Manuel

doi:10.1007/s10826-017-0962-7

Cited by 32 publications

(29 citation statements)

References 53 publications

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“…These results provide support to the study of the association between different levels of PA and NA and social anxiety. In line with previous research, the combination of high levels of PA and low levels of NA (Self-Fulfilling profile) appears to be the most adaptive at levels of emotional development (associated with high scores in life satisfaction and happiness, and low scores in social anxiety, depression and stress), whereas the opposite combination (Self-Destructive profile) is linked to more maladaptive results (correlated with low scores in life satisfaction and happiness, and high scores in social anxiety, depression and stress) [16,[23][24][25]39,[45][46][47][48][49][50][51]. The identification of the relation between the affective profiles and social anxiety during adolescence provides useful information that could be considered for the treatment and prevention of future disorders [71], such the case of treatment response in adolescent depression and anxiety.…”

Section: Discussionmentioning

confidence: 99%

“…Consequently, Norlander et al [43] identified four affective profiles: a profile characterized by people who scored high in PA and low in NA (Self-Fulfilling affective profile), a profile with participants who scored low in both dimensions (Low affective profile), other profile characterized by individuals who scored high in PA and NA (High affective profile), and a profile with people who scored low in PA and high in NA (Self-Destructive profile). This typology of affective profiles has been used in subsequent studies, and it has been analyzed in adolescent samples that the Self-Fulfilling profile relates to high scores in life satisfaction or happiness and low scores in depression and stress, whereas the Self-Destructive profile is characterized by the opposite [39,[45][46][47][48][49][50][51]. Consequently, the Self-Fulfilling profile seems to be associated with adaptive dimensions, whereas the Self-Destructive profile associates with maladaptive dimensions.…”

Section: Introductionmentioning

confidence: 99%

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Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample

et al. 2020

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Positive (PA) and negative affect (NA) are related with aspects that are part of people’s psychological well-being, and the possibility of combining both dimensions to create four affective profiles, self-fulfilling (high PA and low NA), low affective (low PA and low NA), high affective (high PA and high NA) and self-destructive (low PA and high NA), has recently appeared. The current work aims to validate the short version of the Positive and Negative Affect Schedule (PANAS) in Ecuador, test the existence of the four affective profiles and analyze its relation with social anxiety. The Positive and Negative Affect Schedule for Children and the Social Anxiety Scale for Adolescents was employed in a sample of 1786 Ecuadorian students aged from 15 to 18 years (M = 16.31, SD = 1.01). The factorial invariance of the scale across sex and age groups was proved and latent mean analyses showed that girls and 18-year-old students obtained the highest scores in negative affect. With regard to the affective profiles, the cluster analyses confirmed the existence of the four mentioned profiles, and the self-fulfilling profile obtained the lowest scores in all the dimensions of social anxiety, whereas the self-destructive profile obtained the highest scores.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample

et al. 2020

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“…Previously, the raw scores were standardized because the number of items of each factor of the VAA-R is different. The anxiety profiles were established from the possible combinations of z scores, which were interpreted according to the following criteria: z ≤ -.5 = low levels; -.5 ≤ z ≤ .5 = moderate levels; and z ≥ .5 = high levels ( Sanmartín et al, 2018 ). The number of clusters was chosen using as criteria the maximization of inter-group differences.…”

Section: Statistical Analysesmentioning

confidence: 99%

Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles

Fernández-Sogorb

Inglés

Sanmartín

et al. 2018

International Journal of Clinical and Health Psychology

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Background/ObjectivesThis paper aimed to validate the Spanish version of scores of the Visual Analogue Scale for Anxiety-Revised (VAA-R) in child population, and to verify the existence of anxiety profiles and to relate them to school refusal.MethodThe sample was made up of 911 Spanish students between 8 and 12 years old (M = 9.61, SD = 1.23). The measures used were the VAA-R and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C).ResultsConfirmatory factorial analysis supported the three-dimensional VAA-R structure: Anticipatory Anxiety (AA), School-based performance Anxiety (SA) and Generalized Anxiety (GA). The VAA-R has an adequate reliability and structural invariance across sex and age. No latent mean differences were found across sex, but did occur through age in AA and GA factors. Cluster analysis identified four child anxiety profiles: High Anxiety, High Anxiety School-type, Low Anxiety, and Moderate Anxiety, which differed significantly in all dimensions of school refusal.ConclusionsThese findings may be useful for the assessment and treatment of anxious symptoms originated at school.

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“…For example, researchers have found that depression and less prosocial behaviors are often primary features of anxious youth with school attendance problems (Pflug and Schneider, 2016;Sibeoni et al, 2018;Tekin et al, 2018). In addition, others have associated school attendance problems linked with internalizing behaviors to key profiles surrounding optimism/pessimism, positive/negative affect, social functioning, and anxiety severity (Gonzálvez et al, 2016(Gonzálvez et al, , 2019Fernández-Sogorb et al, 2018;Sanmartín et al, 2018).…”

Section: Introductionmentioning

confidence: 99%

Internalizing Symptoms as Predictors of School Absenteeism Severity at Multiple Levels: Ensemble and Classification and Regression Tree Analysis

Fornander

Kearney

2020

Front. Psychol.

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School attendance problems are highly prevalent worldwide, leading researchers to investigate many different risk factors for this population. Of considerable controversy is how internalizing behavior problems might help to distinguish different types of youth with school attendance problems. In addition, efforts are ongoing to identify the point at which children and adolescents move from appropriate school attendance to problematic school absenteeism. The present study utilized ensemble and classification and regression tree analysis to identify potential internalizing behavior risk factors among youth at different levels of school absenteeism severity (i.e., 1+%, 3+%, 5+%, 10+%). Higher levels of absenteeism were also examined on an exploratory basis. Participants included 160 youth aged 6-19 years (M = 13.7; SD = 2.9) and their families from an outpatient therapy clinic (39.4%) and community (60.6%) setting, the latter from a family court and truancy diversion program cohort. One particular item relating to lack of enjoyment was most predictive of absenteeism severity at different levels, though not among the highest levels. Other internalizing items were also predictive of various levels of absenteeism severity, but only in a negatively endorsed fashion. Internalizing symptoms of worry and fatigue tended to be endorsed higher across less severe and more severe absenteeism severity levels. A general expectation that predictors would tend to be more homogeneous at higher than lower levels of absenteeism severity was not generally supported. The results help confirm the difficulty of conceptualizing this population based on forms of behavior but may support the need for early warning sign screening for youth at risk for school attendance problems.

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Impact of Affective Profiles on School Refusal in a Spanish Sample of Primary Education

Cited by 32 publications

References 53 publications

Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample

Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample

Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles

Internalizing Symptoms as Predictors of School Absenteeism Severity at Multiple Levels: Ensemble and Classification and Regression Tree Analysis

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