School refusal and cognitive anxiety
School refusal and cognitive anxiety
Main Article Content
Abstract
There are a number of factors that can have a negative impact on academic achievement, as well as on positive social and school adaptation. One of these is school anxiety at the cognitive level, known as negative thoughts and images of school situations that trigger avoidance and/or escape from the clasroom of school institution. The objective of this study was to analyze differences in school refusal based on high and low scores in cognitive anxiety, in a sample of 1588 adolescents between 12 and 18 years of age, enrolled in secondary in high school courses. To this end, the cognitive scale of the Inventario de Ansiedad Escolar para Educación Secundaria (IAES) and the School Refusal Assessment Scale-Revised (SRASR) were applied. The findings of the study show that adolescents with high cognitive anxiety, unlike their peers with low scores, score significantly higher in three of the four dimensions of SRAS-R. In conclusion, these results point the negative consequences for the school and psychosocial adaptation of students, in line with previous literatura, which supports the need to design interventions that minimize the problem.
References
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community study. Journal of the American Academy of Child & Adolescent Psychiatry,
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differences across gender and age in spanish children. Frontiers in Psychology, 7, 1-10.
doi: 10.3389/fpsyg.2016.02011
Inglés, C.J., Gonzálvez-Maciá, 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.
Ingul, J.M., y Nordahl, H.M. (2013). Anxiety as a risk factor for school absenteeism: what
differentiates anxious school attenders from non-attenders? Annals of General
Psychiatry, 12(25), 1-19 doi: 10.1186/1744-859X-12-25
Kearney, C.A. (2001). School refusal behavior in youth: A functional approach to assessment and
treatment. Washington, DC: American Psychological Association
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. doi: 10.1023/A:1020774932043
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analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48(1), 53-
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review. Clinical Psychology Review, 28, 451–471. doi: 10.1016/j.cpr.2007.07.012
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diagnostic aspects. Behavior Modification, 28(1), 147-161. doi:
10.1177/0145445503259263
Kearney, C.A., y Silverman, W.K. (1993). Measuring the function of school refusal behavior: The
school assessment scale. Journal of Clinical Child Psychology, 22(1), 85-96. doi:
10.1207/s15374424jccp2201_9
Kearney, C.A., y Silverman, W.K. (1996). The evolution and reconciliation of taxonomic
strategies for school refusal behavior. Clinical Psychology: Science and Practice, 3,
339-354.
Kearney, C.A., y Spear, M. (2012). School refusal behavior. School-based cognitive-behavioral
interventions. En R.B. Mennutti, A. Freeman, y R.W. Christner (Eds.), Cognitivebehavioral interventions in educational settings: A handbook for practice (pp. 161-183).
New York, NY: Taylor & Francis
Kearney, C.A., y Spear, M. (2014). School refusal behavior. En L. Grossman y S. Walfish (Ed.),
Translating Psychological Research Into Practice, (pp. 83-85). Washington, DC:
American Psychological Association.
Kearney, C.A., Cook, L.C., y Chapman, G. (2007). School stress and school refusal behavior. En
G. Fink (Ed.), Encyclopedia of stress (pp. 422-425). San Diego, CA: Academic Press.
Méndez, F.X., Inglés, C.J., Hidalgo, Mª.D., García-Fernández, J.M., y Quiles, M.J. (2003). Los
miedos en la infancia y la adolescencia: Un estudio descriptivo. Revista Electrónica de
Motivación y Emoción (REME), 6(13). Recuperado de: http://reme.uji.es/articulos/
amxndf4650710102/texto.html.
Méndez, F.X., y Macià, D. (1990). Tratamiento conductual de un caso de fobia escolar. En F.X.
Méndez y D. Macià (Eds.), Modificación de conducta con niños y adolescentes: Libro
de casos (pp. 74-107). Madrid: Pirámide.
mentales (DSM-5), 5ª Ed. Madrid: Editorial Médica Panamericana.
Brandibas, G., Jeunier, B., Gaspard, J.L., y Fouraste, R. (2001). Evaluation des modes de refus de
l'ecole: Validation francaise de la SRAS (School Refusal Assessment Scale).
Psychologie et psychométrie, 22(1), 45-58.
Cargua-García, N.I. (2017). Validación del inventario de Ansiedad Escolar para Educación
Secundaria (IAES) a la población ecuatoriana de 12 a 18 años y estudio de la relación
entre dicho constructo y el rechazo escolar (Tesis doctoral). Universidad de Alicante,
España.
Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Second Edition Hillsdale,
NJ: Lawrence Erlbaum Associates, Publishers.
Dadds, M.R., Spence, S.H., Holland, D.E., Barrett, P.M., y Laurens, K.R. (1997). Prevention and
early intervention for anxiety disorders: A controlled trial. Journal of Consulting and
Clinical Psychology, 65(4), 627-635. doi: 10.1037/0022-006X.65.4.627
Echeburúa, E. (2000). Trastornos de ansiedad en la infancia. Madrid: Pirámide.
Egger, H.L., Costello, J.E., y Angold, A. (2003). School refusal and psychiactric disorders: a
community study. Journal of the American Academy of Child & Adolescent Psychiatry,
42(7), 797-807. doi: 10.1097/01.CHI.0000046865.56865.79
Ficula, T.V., Gelfand, D.M., Richards, G., y Ulloa, A., (1983). Factors associated with school
refusal in adolescents: Some preliminary results. Paper presented at the Annual
convention of the American Psychological Association, Anaheim, CA.
Flakierska-Praquin, N., Lindström, M., y Gillberg, C. (1997). School phobia with separation
anxiety disorder: a comparative 20-to 29-year follow-up study of 35 school refusers.
Comprehensive Psychiatry, 38(1), 17-22. doi: 10.1016/S0010-440X(97)90048-1
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.
Psicología Conductual, 16(3), 413-437.
García-Fernández, J.M., Inglés, C., 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.
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.
doi: 10.3389/fpsyg.2016.02011
Inglés, C.J., Gonzálvez-Maciá, 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.
Ingul, J.M., y Nordahl, H.M. (2013). Anxiety as a risk factor for school absenteeism: what
differentiates anxious school attenders from non-attenders? Annals of General
Psychiatry, 12(25), 1-19 doi: 10.1186/1744-859X-12-25
Kearney, C.A. (2001). School refusal behavior in youth: A functional approach to assessment and
treatment. Washington, DC: American Psychological Association
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. doi: 10.1023/A:1020774932043
Kearney, C.A. (2003). Bridging the gap among professionals who address youth with school
absenteeism. Professional Psychology: Science and Practice, 34, 57-65.
Kearney, C.A. (2007). Forms and functions of school refusal behavior in youth: an empirical
analysis of absenteeism severity. Journal of Child Psychology and Psychiatry, 48(1), 53-
61.
Kearney, C.A. (2008). School absenteeism and school refusal behavior in youth: a contemporary
review. Clinical Psychology Review, 28, 451–471. doi: 10.1016/j.cpr.2007.07.012
Kearney, C.A., y Albano, A.M. (2004). The functional profiles of school refusal behavior:
diagnostic aspects. Behavior Modification, 28(1), 147-161. doi:
10.1177/0145445503259263
Kearney, C.A., y Silverman, W.K. (1993). Measuring the function of school refusal behavior: The
school assessment scale. Journal of Clinical Child Psychology, 22(1), 85-96. doi:
10.1207/s15374424jccp2201_9
Kearney, C.A., y Silverman, W.K. (1996). The evolution and reconciliation of taxonomic
strategies for school refusal behavior. Clinical Psychology: Science and Practice, 3,
339-354.
Kearney, C.A., y Spear, M. (2012). School refusal behavior. School-based cognitive-behavioral
interventions. En R.B. Mennutti, A. Freeman, y R.W. Christner (Eds.), Cognitivebehavioral interventions in educational settings: A handbook for practice (pp. 161-183).
New York, NY: Taylor & Francis
Kearney, C.A., y Spear, M. (2014). School refusal behavior. En L. Grossman y S. Walfish (Ed.),
Translating Psychological Research Into Practice, (pp. 83-85). Washington, DC:
American Psychological Association.
Kearney, C.A., Cook, L.C., y Chapman, G. (2007). School stress and school refusal behavior. En
G. Fink (Ed.), Encyclopedia of stress (pp. 422-425). San Diego, CA: Academic Press.
Méndez, F.X., Inglés, C.J., Hidalgo, Mª.D., García-Fernández, J.M., y Quiles, M.J. (2003). Los
miedos en la infancia y la adolescencia: Un estudio descriptivo. Revista Electrónica de
Motivación y Emoción (REME), 6(13). Recuperado de: http://reme.uji.es/articulos/
amxndf4650710102/texto.html.
Méndez, F.X., y Macià, D. (1990). Tratamiento conductual de un caso de fobia escolar. En F.X.
Méndez y D. Macià (Eds.), Modificación de conducta con niños y adolescentes: Libro
de casos (pp. 74-107). Madrid: Pirámide.