Diferencias entre rechazo escolar y asertividad a partir de los factores de la School Refusal Assessment Scale – Revised
Barra lateral del artículo
Detalles del artículo
Esta obra está bajo una licencia internacional Creative Commons Atribución-NoComercial-SinDerivadas 4.0.
La publicación se distribuye bajo la licencia Creative Commons Attribution-NonCommercial-Non Derivatives 4.0 International ( CC BY-NC-ND 4.0). Los derechos de los trabajos publicados en esta revista son propiedad del autor, los cuales son libres de distribuir y difundir las mismas, siempre que cite correctamente la fuente, no se generen obras derivadas y estos actos no tengan fines comerciales.
Contenido principal del artículo
Resumen
El rechazo escolar es una actitud negativa reiterada hacia la asistencia y/o permanencia en el centro durante todo el día escolar. Entre sus graves consecuencias destaca el desarrollo de psicopatologías, las cuales podrían reducirse teniendo una adecuada regulación emocional y siendo asertivo. Acerca de la asertividad, aunque se considera una de las dificultades interpersonales más recurrentes en la adolescencia, no existen evidencias empíricas sobre cómo afecta al rechazo escolar. Por ello, el objetivo principal de este estudio se centró analizar las diferencias entre los perfiles de rechazo escolar y la asertividad en una muestra de 847 adolescentes españoles de entre 15 y 18 años. Para ello, se emplearon la School Refusal Assessment Scale-Revised y el Cuestionario de Evaluación de Dificultades Interpersonales en la Adolescencia. Se compararon las puntuaciones medias entre los perfiles con altas y bajas puntuaciones para cada factor de la SRAS-R en base a la dificultad para ser asertivo. Entre los adolescentes que puntuaban alto y bajo en los dos primeros factores, hubo diferencias estadísticamente significativas respecto a la asertividad con magnitudes moderadas y pequeñas, respectivamente. Se discuten las posibles explicaciones e implicaciones para la Psicología de la Educación.
Citas
Arancibia, M., Behar, R., Marín, S., Inzunza, N. y Madrid, E. (2016). Funcionamiento psicosocial en pacientes agudos y crónicos no psiquiátricos en régimen hospitalario: Depresión, alexitimia y falta de asertividad. Revista Médica de Chile, 144(11), 1424–1431. https://doi.org/10.4067/S0034-98872016001100008
Askeland, K. G., Bøe, T., Lundervold, A. J., Stormark, K. M. e Hysing, M. (2020). The Association between symptoms of depression and school absence in a population-based study of late adolescents. Frontiers in Psychology, 11, 1268. https://doi.org/10.3389/fpsyg.2020.01268
Brenning, K., Soenens, B., Vansteenkiste, M., De Clercq, B. y Antrop, I. (2022). Emotion regulation as a transdiagnostic risk factor for (non)clinical adolescents' internalizing and externalizing psychopathology: Investigating the intervening role of psychological need experiences. Child Psychiatry and Human Development, 53(1), 124–136. https://doi.org/10.1007/s10578-020-01107-0
De Groot, C. M. C. E., Heyne, D. y Boon, A. E. (2023). School refusal in adolescence: Personality traits and their influence on treatment outcome. Journal of Emotional and Behavioral Disorders. https://doi.org/10.1177/10634266231151903
Eslami, A. A., Rabiei, L., Afzali, S. M., Hamidizadeh, S. y Masoudi, R. (2016). The effectiveness of assertiveness training on the levels of stress, anxiety, and depression of high school students. Iranian Red Crescent Medical Journal, 18(1), e21096. https://doi.org/10.5812/ircmj.21096
Finning, K., Ukoumunne, O. C., Ford, T., Danielson-Waters, E., Shaw, L., Romero De Jager, I., Stentiford, L. y Moore, D. A. (2019). Review: The association between anxiety and poor attendance at school - a systematic review. Child and Adolescent Mental Health, 24(3), 205–216. https://doi.org/10.1111/camh.12322
Furnham, A. y Henderson, M. (1981). Sex differences in self-reported assertiveness in Britain. British Journal of Clinical Psychology, 20, 227- 238.
Giménez-Miralles, M., Gonzálvez, C., Klein, M. y Sosu, E. M. (2023). School attendance problems in Scotland and Spain: Variations in recording, reporting, and using data. Orbis Scholae, 16(1), 1-16. http://dx.doi.org/10.14712/23363177.2023.11
Giménez-Miralles, M., Gonzálvez, C., Sanmartín, R., Vicent, M., Aparicio-Flores, M. P., y García-Fernández, J. M. (2021). Classifying students with school refusal behavior, and their relationship to learning strategies. Frontiers in Education, 6(752199). https://doi.org/10.3389/feduc.2021.752199
Giménez-Miralles, M., Lagos-San Martín, N. y Gonzálvez, C. (2022). The predictive ability of school refusal on high social anxiety in Chilean adolescents. European Journal of Education and Psychology, 15(2), 97–114. https://doi.org/10.32457/ejep.v15i2.1967
Gonzálvez, C., Díaz-Herrero, A., Vicent, M., Sanmartín, R., Aparicio-Flores, M.P. y García-Fernández, J.M. (2023). Typologies of Spanish youth with school refusal behaviour, and their relationship with aggression. Journal of Aggression Maltreatment and Trauma. https://doi.org/10.1080/10926771.2023.2234840
Gonzálvez, C., Díaz-Herrero, A., Vicent, Sanmartín, R., Fernández-Sogorb, A. y Ruiz-Esteban. (2021). Affective profiles and anxiety or non-anxiety-related reason for school refusal behavior: Latent profile analysis in Spanish adolescents. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.666218
Gonzálvez, C., Díaz-Herrero, A., Vicent, M., Sanmartín, R., Peréz-Sánchez, A. M. y García-Fernández, J. M. (2022). School refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms. Current Psychology, 41(2), 1–11. https://link.springer.com/article/10.1007/s12144-020-00711-6
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, 2011. https://doi.org/10.3389/fpsyg.2016.02011
Gonzálvez, C., Inglés, C. J., Kearney, C. A., Sanmartín, R., Vicent, M. y García-Fernández, J. M. (2019). Relationship between school refusal behavior and social functioning: A cluster analysis approach. European Journal of Education and Psychology, 12(1), 17–29. https://doi.org/10.30552/ejep.v12i1.238
Hagberg, T., Manhem, P., Oscarsson, M., Michel, F., Andersson, G. y Carlbring, P. (2023). Efficacy of transdiagnostic cognitive-behavioral therapy for assertiveness: A randomized controlled trial. Internet Interventions, 32, 100629. https://doi.org/10.1016/j.invent.2023.100629
Inglés-Saura, C. J., Méndez, F. X. e Hidalgo, M. D. (2000). Cuestionario de Evaluación de Dificultades Interpersonales en la Adolescencia. Psicothema, 12(3), 390–398.
Ip, K. I., Jester, J. M., Sameroff, A. y Olson, S. L. (2019). Linking Research Domain Criteria (RDoC) constructs to developmental psychopathology: The role of self-regulation and emotion knowledge in the development of internalizing and externalizing growth trajectories from ages 3 to 10. Development and Psychopathology, 31(4), 1557–1574. https://doi.org/10.1017/S0954579418001323
Kearney, C. A. y Silverman, W. K. (1993). Measuring the function of school refusal behavior: The school refusal assessment scale. Journal of Clinical Child Psychology, 22(1), 85–96. https://doi.org/10.1207/s15374424jccp2201_9
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, 235–245. https://doi.org/10.1023/A:1020774932043
Kearney, C. A., Gonzálvez, C., Graczyk, P. A. y Fonander, M. J. (2019). Reconciling contemporary approaches to school attendance and school absenteeism: Toward promotion and nimble response, global policy review and implementation, and future adaptability (part 2). Frontiers in Psychology, 10(2605). https://doi.org/10.3389/fpsyg.2019.02605
Kikuchi, Y., Kenjo, M., Yoshida, E., Takahashi, S., Murakami, D., Yamaguchi, Y., Adachi, K., Sawatsubashi, M., Taura, M., Nakagawa, T. y Umezaki, T. (2023). Social anxiety disorder in adolescents who stutter: A risk for school refusal. Pediatrics International: Official Journal of the Japan Pediatric Society, 65(1), e15622. https://doi.org/10.1111/ped.15622
Lawler, J. M., Pitzen, J., Aho, K. M., Ip, K. I., Liu, Y., Hruschak, J. L., Muzik, M., Rosenblum, K. L. y Fitzgerald, K. D. (2023). Self-regulation and psychopathology in young children. Child Psychiatry and Human Development, 54(4), 1167–1177. https://doi.org/10.1007/s10578-022-01322-x
Leduc, K., Tougas, A. M., Robert, V. y Boulanger, C. (2022). School refusal in youth: A systematic review of ecological factors. Child Psychiatry and Human Development, 1–19. https://doi.org/10.1007/s10578-022-01469-7
Li, A., Guessoum, S. B., Ibrahim, N., Lefèvre, H., Moro, M. R. y Benoit, L. (2021). A systematic review of somatic symptoms in school refusal. Psychosomatic Medicine, 83(7), 715–723. https://doi.org/10.1097/PSY.0000000000000956
Lin, Y. R., Wu, M. H., Yang, C. I., Chen, T. H., Hsu, C. C., Chang, Y. C., Tzeng, W. C., Chou, Y. H. y Chou, K. R. (2008). Evaluation of assertiveness training for psychiatric patients. Journal of Clinical Nursing, 17(21), 2875–2883. https://doi.org/10.1111/j.1365-2702.2008.02343.x
Martín, M., Gonzálvez, C., Vicent, M., Sanmartín, R., Fernández-Sogorb, A., y García-Fernández, J. M. (2021). School refusal behavior profiles, optimism/pessimism, and personality traits in Spanish children. Education Sciences, 11(9), 524.
http://dx.doi.org/10.3390/educsci11090524
Maynard, B. R., Heyne, D., Brendel, K. E., Bulanda, J. J., Thompson, A. M. y Pigott, T. D. (2018). Treatment for school refusal among children and adolescents: A systematic review and meta-analysis. Research on Social Work Practice, 28(1), 56–67. https://doi.org/10.1177/1049731515598619
Nayak, A., Sangoi, B. y Nachane, H. (2018). School refusal behavior in Indian children: Analysis of clinical profile, psychopathology, and development of a best-fit risk assessment model. Indian Journal of Pediatrics, 85(12), 1073–1078. https://doi.org/10.1007/s12098-018-2631-2
OECD (2019). PISA 2018 Results (Volume III): What life means for student’s lives. PISA, OECD Publishing, Paris. https://doi.org/10.1787/acd78851-en
OECD (2023). PISA 2022 Results (Volume I): The State of Learning and Equity in Education. PISA, OECD Publishing, Paris. https://doi.org/10.1787/53f2388-en Plantade-Gipch, A, Bruno, J., Strub, L.,
Bouvard, M. y Martin-Krumm, C. (2023). Emotional regulation, attachment style, and assertiveness as determinants of well-being in emerging adults. Frontiers in Education, 8(1058519). https://doi.org/10.3389/feduc.2023.1058519
Spence, S. H. y Liddle, B. (1990). Self-report measures of social competence for children: An evaluation of social skills for youngsters and the list of social situation problems. Behavioral Assessment, 12, 317- 336.
Tekin, I. y Aydin, S. (2022). School refusal and anxiety among children and adolescents: A systematic scoping review. New Directions for Child and Adolescent Development, 2022, 43–65. https://doi.org/10.1002/cad.20484
Vinciguerra, A., Nanty, I., Guillaumin, C., Rusch, E., Conru, L. y Courtois, R. (2021). The determinants of dropping out in secondary education: A literature review. Pyschologie Francaise, 66(1), 15–40. https://doi.org/10.1016/j.psfr.2019.09.003