Influence of school refusal behaviour on high anxiety of school punishment in primary education
Influence of school refusal behaviour on high anxiety of school punishment in primary education
Main Article Content
Abstract
The aim of this study was to analyse the predictive power of school refusal on high levels of anxiety about school punishment (ASP). In order to do this, a study was conducted on a sample of 1003 school children from 8 to 12 years of age Primary Education. The measurement tools used were the School Anxiety Inventory for Primary Education (SIPE) and the School Refusal Assessment Scale for Children-Revised (SRAS-R-C). The results of the logistic regression analysis showed that school refusal to avoid stimuli that cause negative emotions acted as a statistically significant predictor of ASP in the total sample, as regards gender samples (boys and girls) and in the academic courses samples (3rd, 4th, 5th, and 6th years of Primary Education). On the other hand, school refusal to avoid social aversion or evaluation situations and school refusal to seek significant others’ attention influenced positively on high levels of ASP in boys sample and in 4th grade of Primary Education, respectively. These results show the importance of assessing the school refusal behaviour because of the influence that it could exert on the appearance of high levels of anxiety about school punishment.
References
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Orgilés, M., Espada, J. P., García-Fernández, J. M. y Méndez, F. X. (2009). Relación entre miedos escolares y síntomas de ansiedad por separación infantil. Revista Mexicana de Psicología, 26(1), 17---25.
Ramos-Díaz, E., Rodríguez-Fernández, A., Revuelta, L. y Axpe, I. (2016). El rol mediador de la implicación escolar sobre el apoyo del profesorado y la satisfacción con la vida. European Journal of Investigation in Health, Psychology and Education, 6(3), 151---165. http://dx.doi.org/10.1989/ejihpe.v6i3.178
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Valle, A., Reguiro, B., Estévez, I., Piñeiro, I., Rodríguez, S. y Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de Primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5(3), 345---355. http://dx.doi.org/10.1989/ejihpe.v5i3.137
Vicent, M., Inglés, C. J., Sanmartín, R., Gonzálvez, C., Granados, L. y García-Fernández, J. M. (2017). Perfeccionismo socialmente prescrito y afectividad en población infantil española. European Journal of Investigation in Health, Psychology and Education, 7(1), 17---29. http://dx.doi.org/10.1989/ejihpe.v7i1.192
Bragado, C. (2006). Fobia escolar y rechazo al colegio. En F. X. Méndez, J. P. Espada, y M. Orgilés (Eds.), Intervención psicológica y educativa con niños y adolescentes. Estudio de casos escolares (pp. 93---117). Madrid: Pirámide.
Brandibas, G., Jeunier, B., Clanet, C. y Fourasté, R. (2004). Truancy, school refusal and anxiety. School Psychology International, 25(1), 117---126.
Del Río, M. I. P., del Barco, B. L., Carroza, T. G., García, V. P. y Bullón, F. F. (2015). Estilos de socialización en víctimas de acoso escolar. European Journal of Investigation in Health, Psychology and Education, 3(1), 41---49. http://dx.doi.org/10.1989/ejihpe.v3i1.22
Egger, H. L., Costello, E. J. y Angold, A. (2003). School refusal and psychiatric disorders: A community study. Journal of the American Academy of Child and Adolescent Psychiatry, 42, 797---807. http://dx.doi.org/10.1097/01.chi.0000046865.56865.79
García-Fernández, J. M., Espada, J. P., Orgilés, M. y Méndez, X. (2010). Psychometric properties of the School Fears Survey Scale for preadolescents (SFSS-II). Psicothema, 22(3), 502---508.
García-Fernández, J. M., Inglés, C. J., Martínez-Monteagudo, M. C., Marzo, J. C. y Estévez, E. (2011). Inventario de Ansiedad Escolar: validación en una muestra de estudiantes de Educación Secundaria. Psicothema, 23(2), 301---307.
García-Fernández, J. M., Inglés, C. J., Martínez-Monteagudo, M. C. y Redondo, J. (2008). Evaluación y tratamiento de la ansiedad escolar en la infancia y la adolescencia. Behavioral Psychology/Psicología Conductual, 16(3), 413---437.
García-Fernández, J. M., Inglés, C. J., Marzo, J. C. y MartínezMonteagudo, M. C. (2014). Psychometric properties of the School Anxiety Inventory-Short Version in Spanish secondary education students. Psicothema, 26(2), 286---292.
Gillen-O’Neel, C., Ruble, D. M. y Fuligni, A. J. (2011). Ethnic stigma, academic anxiety and intrinsic motivation in middle childhood. Child Development, 82(5), 1470---1485. http://dx.doi.org/10.1111/j.1467-8624.2011.01621.x
Gómez-Núñez, M. I. (2015). Elaboración y validación de un cuestionario para evaluar la ansiedad escolar en la infancia tardía [tesis doctoral]. Alicante: Universidad de Alicante.
Gonzálvez, C., Inglés, C. J., Kearney, C. A., Vicent, M., Sanmartín, R. y García-Fernández, J. M. (2016). School Refusal Assessment Scale-Revised: Factorial invariance and latent means differences across gender and age in Spanish children. Frontiers in Psychology, 7, 1---10. http://dx.doi.org/10.3389/fpsyg.2016.02011
Govaris, C., Kaldi, S. y Papadopoulos, A. (2013). School acculturation in Greek Primary Schools: A comparative study between students with an immigrant background and native students. Diaspora, Indegenous and Minority Education: Studies of Migration, Integration, Equity and Cultural Survival, 7(3), 131---148.
Inglés, C. J., Gonzálvez, C., García-Fernández, J. M., Vicent, M. y Martínez-Monteagudo, M. C. (2015). Current status of research on school refusal. European Journal of Education and Psychology, 8(1), 37---52. http://dx.doi.org/10.1016/j.ejeps.2015.10.005
Inglés, C. J., Martínez-González, A. y García-Fernández, J. M. (2013). Conducta prosocial y estrategias de aprendizaje en una muestra de estudiantes españoles de Educación Secundaria Obligatoria. European Journal of Education and Psychology, 6(1), 33---53. http://dx.doi.org/10.1989/ejep.v6i1.101
Kearney, C. A. (2002). Identifying the function of School Refusal Behavior: A revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, 24(4), 235---245.
Kearney, C. A. (2007). Forms and functions of schoolrefusal behavior in youth: An empirical analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48(1), 53---61.
Kearney, C. A. y Albano, A. M. (2004). The functional profiles of School Refusal Behavior. Diagnostics Aspects. Behavior Modification, 28(1), 147---161. http://dx.doi.org/10.1177/0145445503259263
Kearney, C. A., Eisen, A. R. y Silverman, W. K. (1995). The legend and myth of school phobia. School Psychology Quarterly, 10, 65---85. http://dx.doi.org/10.1037/h0088293
Kearney, C. A. y Graczyk, P. (2014). A response to intervention model to promote school attendance and decrease school absenteeism. Child & Youth Care Forum, 43(1), 1---25. http://dx.doi.org/10.1007/s-10566-013-9222-1
Kearney, C. A. y Spear, M. (2012). School refusal behavior. Schoolbased cognitive-behavioral interventions. En R. B. Mennutti, R. Christner, y A. Freeman (Eds.), Cognitive-behavioral interventions in educational settings: A handbook for practice (pp. 161---183). New York, NY: Taylor & Francis Group.
Nagelkerke, N. J. D. (1991). A note on a general definition of the coefficient of determination. Biometrika, 78, 691---692.
Nair, M., Russell, P. S. S., Subramaniam, V. S., Nazeema, S., Chembagam, N., Russell, S. y Charles, H. (2013). ADad 8: School phobia and anxiety disorders among adolescents in a rural community population in India. The Indian Journal of Pediatrics, 80(2), 171---174.
Orgilés, M., Espada, J. P., García-Fernández, J. M. y Méndez, F. X. (2009). Relación entre miedos escolares y síntomas de ansiedad por separación infantil. Revista Mexicana de Psicología, 26(1), 17---25.
Ramos-Díaz, E., Rodríguez-Fernández, A., Revuelta, L. y Axpe, I. (2016). El rol mediador de la implicación escolar sobre el apoyo del profesorado y la satisfacción con la vida. European Journal of Investigation in Health, Psychology and Education, 6(3), 151---165. http://dx.doi.org/10.1989/ejihpe.v6i3.178
Ratanova, T. A. y Likhacheva, E. V. (2009). Correlation of School Anxiety with cognitive peculiarities of Junior School Children. Psikholgicheskii Zhurnal, 30(3), 39---51.
Valle, A., Reguiro, B., Estévez, I., Piñeiro, I., Rodríguez, S. y Freire, C. (2015). Implicación y motivación hacia los deberes escolares en los estudiantes de Primaria según el rendimiento académico y el curso. European Journal of Investigation in Health, Psychology and Education, 5(3), 345---355. http://dx.doi.org/10.1989/ejihpe.v5i3.137
Vicent, M., Inglés, C. J., Sanmartín, R., Gonzálvez, C., Granados, L. y García-Fernández, J. M. (2017). Perfeccionismo socialmente prescrito y afectividad en población infantil española. European Journal of Investigation in Health, Psychology and Education, 7(1), 17---29. http://dx.doi.org/10.1989/ejihpe.v7i1.192