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

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL Psychology in the Schools Pub Date : 2024-07-05 DOI:10.1002/pits.23263
María Pérez‐Marco, Carolina Gonzálvez, Andrea Fuster‐Rico, María Vicent, Aitana Fernández‐Sogorb, María Del Pilar Aparicio‐Flores
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Abstract

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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青少年拒学与学业自我效能感:潜在概况和回归分析
拒学是一个严重的问题,会对学生的学业成绩、与学校的联系以及社会情感的健康产生负面影响。大量科学研究表明,拒学与内化问题有关。然而,有必要确定这种情况会如何影响某些学业变量,如感知到的学业自我效能感。本研究有三个目标:根据 Kearney 和 Silverman 功能模型(1990 年)确定拒学特征;根据已确定的感知学业自我效能感特征分析平均值的差异;确定拒学对感知学业自我效能感的预测能力。研究对象包括 2357 名西班牙学生(56.8% 为女生),年龄在 13-17 岁之间(中位数 = 15.24,标准差 = 1.26)。他们接受了拒学评估量表修订版(SRAS-R)和学业情境感知自我效能感量表(ASSPSE)的测试。通过潜伏特征分析,确定了三种拒学特征,并利用学业自我效能维度确定了这些特征的差异功能。在学业自我效能感维度上,混合型拒学特征的平均得分最低。研究结果讨论了提高学业自我效能感对预防青少年和幼儿入学问题的重要性。
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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