Out of school: a phenomenological exploration of extended non-attendance

Baker, Matt; Bishop, Felicity L.

doi:10.1080/02667363.2015.1065473

Cited by 36 publications

(55 citation statements)

References 32 publications

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“…Therefore, these negative relationships and related consequences could also represent a risk factor for SR (Ingul et al, 2019). However, although several studies have identified a relationship between SR and a lack of teacher support, fear of the teacher (Havik et al, 2015), and conflict with teachers (Baker and Bishop, 2015), the link between SR and the perceived exertion of psychological control by teachers has not been investigated sufficiently. The literature shows that teachers’ psychological controlling behavior usually rewards students who satisfy their high expectations and achieve excellent results (Filippello et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement

et al. 2019

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School refusal (SR) is a complex problem that may be caused by different risk factors such as individual and contextual factors ( Kearney, 2007 ; Maynard et al., 2018 ; Heyne et al., 2019 ). These mechanisms can be described in the context of self-determination theory (SDT). For these reasons, the purpose of the present study is investigate the relationship between teacher perceived psychological control and support, psychological basic needs, SR behavior, and academic achievement, on adolescent sample. It is hypothesized that teacher perceived psychological control and autonomy support play a role on need frustration and need satisfaction; in turn, need satisfaction could reduce while need frustration could promote SR behavior and number of absences. Finally, SR behavior and number of absences could reduce academic achievement. 263 students (196 females, 67 males) with an average age of 16.14 (SD = 1.35; range 13–20 years). SEM analyses with observed variables have shown that the final model fit well the data, χ 2 (8) = 16.34, p = 0.04, CFI = 0.96, SRMR = 0.04, RMSEA (90% CI) = 0.06 (0.01; 0.10), showing the following significant path: need satisfaction was positively predicted by perceived teacher support and negatively predicted by teacher perceived psychological control; need frustration was positively predicted by teacher perceived psychological control; number of absences was negatively predicted by need satisfaction; SR was positively predicted by need frustration; school achievement was negatively predicted by SR and number of absences. These results have several implications for the school context and the deepening of the construct of SR and absenteeism.

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Section: Introductionmentioning

confidence: 99%

School Refusal and Absenteeism: Perception of Teacher Behaviors, Psychological Basic Needs, and Academic Achievement

et al. 2019

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“…Therefore, caregiver and school involvement and training are considered an important part of the treatment. If the situation is so severe that it seems impossible to get the child to attend school, the school is advised to provide the necessary material for the child to work from home [18]. For several reasons, however, the child should not practice homeschooling for an extended period [19][8].…”

Section: Assessing and Treating School Refusalmentioning

confidence: 99%

Serious Game Design to Support Children Struggling with School Refusal

Høiseth

Alsos

Holme³

et al. 2021

IJSG

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A significant number of children worldwide struggle with school refusal. Games and digital tools represent a novel take on how to address this phenomenon. Our research aims to support children who are at risk or in an early phase of developing school refusal through serious games. In this paper we present current work, grounded in human-centered design, involving the application of a game design framework to elaborate on design elements and empirical evaluations of a serious game called Gnist (English: Spark). Based on this we discuss some implications for game design and key takeaways for researchers and practitioners working to design technologies for supporting children's well-being in attending school. We contribute to position serious games in a new context and anticipate our findings to be valuable to the Human-Computer Interaction community in general and specifically to the Child-Computer Interaction community.

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“…Only youth without a disability were chosen for interview, despite the need to better understand absenteeism among youth with disabilities [54]. Baker and Bishop [57] interviewed four young people to understand from their perspective the reasons for their extensive absenteeism. In a somewhat larger study, Dahl [58] Across a slowly growing number of studies the voices of professionals have been elicited.…”

Section: Stakeholder Voicesmentioning

confidence: 99%