School Refusal Behavior and Aggression in Spanish Adolescents

Gonzálvez, Carolina; Martín, Miriam; Vicent, María; Sanmartín, Ricardo

doi:10.3389/fpsyg.2021.669438

Cited by 5 publications

(3 citation statements)

References 47 publications

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“…As a result, emotionally susceptible children may behave aggressively to cope with difficult school settings. They exhibit symptoms of anxiety and depression [38].…”

Section: The Relationship With the Other Four [Extraversion [-] Agree...mentioning

confidence: 99%

Big Five Personality Factors and Aggression Among School Students

Alsadi,

Ayyoub,

Abualkibash

2023

Preprint

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The study sought to determine the impact of the Big Five personality characteristics on aggressiveness among school children aged 12 to 16 in the Jenin governorate. The study employing the Big five-factor scale of Macri and Costa and the scale of aggressive behaviour in three areas [aggressive behaviour against oneself, aggressive behaviour against others, and aggressive behaviour against property]. The sample size in this study was 314 students. The quantitative study tool [the questionnaire] revealed the following correlation between the five major personality factors and aggression: neuroticism [+], openness [-], conscientiousness [-], extraversion [-], agreeableness [-]. The most prevalent main personality variables were conscientiousness and neuroticism. The degree of aggressiveness in the Jenin governorate was relatively low on the overall scale.

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“…As a result, emotionally susceptible children may behave aggressively to cope with difficult school settings. They exhibit symptoms of anxiety and depression [38].…”

Section: The Relationship With the Other Four [Extraversion [-] Agree...mentioning

confidence: 99%

Big Five Personality Factors and Aggression Among School Students

Alsadi,

Ayyoub,

Abualkibash

2023

Preprint

View full text Add to dashboard Cite

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“…One of the recommendations about how to address the school nonattendance issue in children and adolescents is understanding their own subjective perceptions [ 12 ]. The School Refusal Assessment Scale is one tool which is available for measuring perceptions related to school attendance [ 13 – 16 ]. However, this scale may not always be feasible or practical to use.…”

Section: Introductionmentioning

confidence: 99%

“…Poorer mental health status, with or without diagnoses, may increase the risk for school nonattendance [ 9 ]. Key determinants linked to school nonattendance include aggression [ 16 ], emotional disorders [ 25 , 26 ], depression [ 27 ], social anxiety [ 10 ], and unhappiness at school [ 28 ].…”

Section: Introductionmentioning

confidence: 99%

Factors influencing junior high school students’ perceptions of attending school in Japan

Nakamura‐Thomas

Sano

Maciver

2023

Child Adolesc Psychiatry Ment Health

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Background School attendance is a crucial determinant of academic success. Our previous research has identified factors that influence elementary school students’ perceptions of attending school, but whether these factors apply to older students remains unclear. We investigated the extent to which the factors identified in the previous research apply to junior high school students and their attitudes toward attending school. Methods We hypothesized that students’ “perceptions of attending school” was directly influenced by their perceptions of “relationships with friends and teachers,” “current circumstances,” “subjective health status,” and “having people to share experiences and thoughts with.” We developed an original questionnaire with 19 items and analyzed data collected from 6245 junior high school students in Japan, using a structural equation model. Results The final model demonstrated a good fit. Students’ “positive perceptions of attending school” was directly and positively influenced by their “positive perceptions of relationships with friends and teachers” and directly and negatively influenced by their “perceptions of poorer subjective health status”. Other latent variables directly and positively influenced the perceptions of attending school, but not strongly. Students’ perceptions of “relationships with friends and teachers,” “current circumstances,” and “having people to share experiences and thoughts with” correlated positively with each other. These three latent variables also correlated negatively with “poorer subjective health status.” Conclusions The role of positive relationships with friends and teachers in shaping students' perceptions of school attendance, coupled with the negative impact of poorer subjective health status, underscores the need for educators to adopt approaches that specifically address these areas. It is crucial to provide support to students in cultivating positive relationships, fostering positive perceptions of school, and offering resources to those who are encountering mental or physical health challenges. Implementing the evidence-based questionnaire developed in this study is recommended to enhance student support and well-being.

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Adolescent school refusal and academic self‐efficacy: A latent profile and regression analysis

Pérez‐Marco,

Gonzálvez,

Fuster‐Rico

et al. 2024

Psychology in the Schools

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School refusal is a serious problem that negatively affects academic performance, connection to school, and socioemotional well‐being of students. Numerous scientific works have suggested that school refusal is associated with internalizing problems. However, it is necessary to determine how this condition may affect certain academic variables, such as perceived academic self‐efficacy. This study has three objectives: to identify school refusal profiles according to the Kearney and Silverman functional model (1990); to analyze differences in means based on the identified profiles of perceived academic self‐efficacy; and to determine the predictive capacity of school refusal on perceived academic self‐efficacy. Participants consisted of 2357 Spanish students (56.8% girls), aged 13–17 (M = 15.24, SD = 1.26). They were administered the School Refusal Assessment Scale‐Revised (SRAS‐R) and the Academic Situation‐Specific Perceived Self‐Efficacy Scale (ASSPSE). Three profiles of school refusal were identified using Latent Profile Analysis, and the differential functioning of these profiles was determined using the academic self‐efficacy dimension. Mixed profiles of school refusal obtained the lowest mean scores on the academic self‐efficacy dimension. The findings are discussed with regard to the importance of enhancing perceived academic self‐efficacy to prevent school attendance problems in adolescents and young children.

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School Refusal Behavior and Aggression in Spanish Adolescents

Cited by 5 publications

References 47 publications

Big Five Personality Factors and Aggression Among School Students

Big Five Personality Factors and Aggression Among School Students

Factors influencing junior high school students’ perceptions of attending school in Japan

Adolescent school refusal and academic self‐efficacy: A latent profile and regression analysis

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