Pub Date : 2022-12-20DOI: 10.32457/ejep.v15i3.2014
Francisca Fariña, M. Novo, Bárbara Castro, Dolores Seijo
Background/Objective: In the European Union it is estimated that there are about 800,000 separations per year that involves approximately 500,000 children. The literature has found that parental divorce causes problems for children in academic performance, behavior, social competence, psychological adjustment, self-esteem, but the effects on family adjustment are unknown. Hence, a field study in order to know the effects of parental separation on the family adjustment of the children was designed. Method: 393 children and adolescents, 125 from parents separated in non-contentious proceedings, 122 from parents separated in contentious proceedings and 146 from cohabiting families, responded to a measure of family adjustment. Results: The results exhibited that the children of families in contentious separation reported a greater personal maladjustment than those of cohabiting families, an increase of 15.8%. In addition, the children of couples in contentious and non-contentious separation warned of greater family maladjustment than those of cohabiting families, a quantified increase of 55.9% and 45.1%, respectively. Furthermore, the children of families in the process of contentious separation exhibited greater family maladjustment than those of families in non-contentious separation, an estimated increase of 16.3%. Conclusions: The implications of the results for good professional practices, prevention and intervention are discussed.
{"title":"Effects of parental separation in offspring individual adjustment","authors":"Francisca Fariña, M. Novo, Bárbara Castro, Dolores Seijo","doi":"10.32457/ejep.v15i3.2014","DOIUrl":"https://doi.org/10.32457/ejep.v15i3.2014","url":null,"abstract":"Background/Objective: In the European Union it is estimated that there are about 800,000 separations per year that involves approximately 500,000 children. The literature has found that parental divorce causes problems for children in academic performance, behavior, social competence, psychological adjustment, self-esteem, but the effects on family adjustment are unknown. Hence, a field study in order to know the effects of parental separation on the family adjustment of the children was designed. Method: 393 children and adolescents, 125 from parents separated in non-contentious proceedings, 122 from parents separated in contentious proceedings and 146 from cohabiting families, responded to a measure of family adjustment. Results: The results exhibited that the children of families in contentious separation reported a greater personal maladjustment than those of cohabiting families, an increase of 15.8%. In addition, the children of couples in contentious and non-contentious separation warned of greater family maladjustment than those of cohabiting families, a quantified increase of 55.9% and 45.1%, respectively. Furthermore, the children of families in the process of contentious separation exhibited greater family maladjustment than those of families in non-contentious separation, an estimated increase of 16.3%. Conclusions: The implications of the results for good professional practices, prevention and intervention are discussed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48617535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.32457/ejep.v15i3.2012
Ismael Loinaz, Jesús Villanueva, José Luis Sancho
Child-to-parent violence assessment has raised much concern in the last decade. The Child-to-Parent Violence Risk (CPVR) assessment tool is a recently developed guide, designed to anticipate violence recidivism, that can be used during therapy, pretrial assessment, and other circumstances were professionals need support to determinate needs and risks of cases. This study aimed to provide empirical data on the use of the CPVR in a therapeutic context, describing the prevalence of risk factors of youth attending a cognitive-behavioral program, comparing scores on CPVR in a pre-post assessment, and analyzing its ability to predict treatment results. A total of 118 youths were assessed using the CPVR before treatment, and 66 also had a post-treatment assessment. Significant changes in risk (reduction) and protective (increase) factors after program participation (due to the program or due to the professional’s consideration in post-treatment assessment) were observed, but the CPVR was not able to predict the success coded by clinicians. Future research should include recidivism data to confirm the real success after the treatment program (regardless of the professional’s opinion) and the predictive validity of the CPVR for recidivism.
{"title":"Pre-post changes in a child-to-parent violence psychoeducational intervention program","authors":"Ismael Loinaz, Jesús Villanueva, José Luis Sancho","doi":"10.32457/ejep.v15i3.2012","DOIUrl":"https://doi.org/10.32457/ejep.v15i3.2012","url":null,"abstract":"Child-to-parent violence assessment has raised much concern in the last decade. The Child-to-Parent Violence Risk (CPVR) assessment tool is a recently developed guide, designed to anticipate violence recidivism, that can be used during therapy, pretrial assessment, and other circumstances were professionals need support to determinate needs and risks of cases. This study aimed to provide empirical data on the use of the CPVR in a therapeutic context, describing the prevalence of risk factors of youth attending a cognitive-behavioral program, comparing scores on CPVR in a pre-post assessment, and analyzing its ability to predict treatment results. A total of 118 youths were assessed using the CPVR before treatment, and 66 also had a post-treatment assessment. Significant changes in risk (reduction) and protective (increase) factors after program participation (due to the program or due to the professional’s consideration in post-treatment assessment) were observed, but the CPVR was not able to predict the success coded by clinicians. Future research should include recidivism data to confirm the real success after the treatment program (regardless of the professional’s opinion) and the predictive validity of the CPVR for recidivism.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46803049","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-20DOI: 10.32457/ejep.v15i3.2013
Helena Cortina, Claudia Iribarren, A. M. Martín
Introduction: Adolescent-to-Parent Violence (APV) is a social problem with serious family and social repercussions. Research on the subject has so far focused mainly on parents and children, ignoring the socializing role played by teachers in the development of children and adolescents. The aim of the study is to analyze the explanations given by teachers at different levels of education about VFP and its relationship with sexist attitudes and belief in a just world. Method: A total of 127 kindergarden, primary and secondary school teachers, aged between 20 and 61 years, participated in this study. 77.8% were women. They answered a questionnaire that included the Spanish versions of the Marlowe and Crowne Scale (1960), the Glick and Fiske Ambivalent Sexism Scale (1996), and the Lipkus Belief in the Just World Scale (1991), as well as the Causal Explanations Scale of Cortina and Martín (2021). Results: The results indicate that, regardless of age, level of education and gender, the participants considered the emotional reaction of the son or daughter as the main cause of the VFP, followed by inadequate parenting, defensive behavior of the son or daughter, an inadequate environment, being an adolescent and, finally, due to traits of evil or madness of the perpetrator of the violence. As expected, there were differences in the explanations chosen by the teachers who scored higher in the two forms of sexism and in the belief in a just world, with those chosen by the teachers who scored lower. Discussion: Results are discussed in the context of the culture of parental blaming and the role of the teacher as a link between families and family intervention professionals in APV cases.
{"title":"Teachers’ Explanations of Adolescent to Parent Violence in Relation to Sexism and Belief in the Just World","authors":"Helena Cortina, Claudia Iribarren, A. M. Martín","doi":"10.32457/ejep.v15i3.2013","DOIUrl":"https://doi.org/10.32457/ejep.v15i3.2013","url":null,"abstract":"Introduction: Adolescent-to-Parent Violence (APV) is a social problem with serious family and social repercussions. Research on the subject has so far focused mainly on parents and children, ignoring the socializing role played by teachers in the development of children and adolescents. The aim of the study is to analyze the explanations given by teachers at different levels of education about VFP and its relationship with sexist attitudes and belief in a just world. Method: A total of 127 kindergarden, primary and secondary school teachers, aged between 20 and 61 years, participated in this study. 77.8% were women. They answered a questionnaire that included the Spanish versions of the Marlowe and Crowne Scale (1960), the Glick and Fiske Ambivalent Sexism Scale (1996), and the Lipkus Belief in the Just World Scale (1991), as well as the Causal Explanations Scale of Cortina and Martín (2021). Results: The results indicate that, regardless of age, level of education and gender, the participants considered the emotional reaction of the son or daughter as the main cause of the VFP, followed by inadequate parenting, defensive behavior of the son or daughter, an inadequate environment, being an adolescent and, finally, due to traits of evil or madness of the perpetrator of the violence. As expected, there were differences in the explanations chosen by the teachers who scored higher in the two forms of sexism and in the belief in a just world, with those chosen by the teachers who scored lower. Discussion: Results are discussed in the context of the culture of parental blaming and the role of the teacher as a link between families and family intervention professionals in APV cases.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46778087","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-12-16DOI: 10.32457/ejep.v15i3.2015
R. Arce, Verónica Marcos, Jéssica Sanmarco, Bárbara Castro
Background/Objective: Contentious couple breakup is associated to adverse outcomes for couple members and offspring. Parental attitudes towards conflict resolution are a robust predictor of the litigiousness of the breakup. Nonetheless, response bias should be strongly suspected in parental attitude reported in this setting. Thus, a field study with the aim of knowing the prevalence and magnitude of the response bias and of ascertaining empirically valid criteria to classify the suspect of response bias was designed. Method: A total of 2,797 adults, 50.9 % men, with underage children aged from 21 to 68 years (M = 40.41), 2,488 married (without previous breakups), 204 involved in a mutual agreement separation and 105 in a contentious separation, answered to a measure of self-reported and referenced attitude towards conflict resolution. Results: The results exhibited that parents of the contentious and mutual agreement separation groups biased their answers. Likewise, the results provided empirical criteria for response bias classification. Epidemiologically, the observed probability of response bias was of .629[.537, .721] in the group of parents of contentious separation and of .377[.310, .444] in the group of parents of mutual agreement separation. Conclusions: The implications of the results for the design and implementation of mediation and intervention programs are discussed.
{"title":"Assessing and detecting response bias in self and referenced attitude towards conflict in family cases","authors":"R. Arce, Verónica Marcos, Jéssica Sanmarco, Bárbara Castro","doi":"10.32457/ejep.v15i3.2015","DOIUrl":"https://doi.org/10.32457/ejep.v15i3.2015","url":null,"abstract":"Background/Objective: Contentious couple breakup is associated to adverse outcomes for couple members and offspring. Parental attitudes towards conflict resolution are a robust predictor of the litigiousness of the breakup. Nonetheless, response bias should be strongly suspected in parental attitude reported in this setting. Thus, a field study with the aim of knowing the prevalence and magnitude of the response bias and of ascertaining empirically valid criteria to classify the suspect of response bias was designed. Method: A total of 2,797 adults, 50.9 % men, with underage children aged from 21 to 68 years (M = 40.41), 2,488 married (without previous breakups), 204 involved in a mutual agreement separation and 105 in a contentious separation, answered to a measure of self-reported and referenced attitude towards conflict resolution. Results: The results exhibited that parents of the contentious and mutual agreement separation groups biased their answers. Likewise, the results provided empirical criteria for response bias classification. Epidemiologically, the observed probability of response bias was of .629[.537, .721] in the group of parents of contentious separation and of .377[.310, .444] in the group of parents of mutual agreement separation. Conclusions: The implications of the results for the design and implementation of mediation and intervention programs are discussed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-12-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48543951","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.32457/ejep.v15i2.1972
Annette M. Annette M. La Greca, Candido J. Candido J. Ingles
no aplica
在应用
{"title":"Table of contents: Vol. 15 Núm. 2 (2022): Social anxiety disorder, social phobia, and psychoeducational","authors":"Annette M. Annette M. La Greca, Candido J. Candido J. Ingles","doi":"10.32457/ejep.v15i2.1972","DOIUrl":"https://doi.org/10.32457/ejep.v15i2.1972","url":null,"abstract":"no aplica","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46380915","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.32457/ejep.v15i2.1969
Klaus Ranta, Mauri Inkinen, E. Laakkonen, Hannah Stahl, N. Junttila, P. Niemi
Oral class presentations are regularly assigned to adolescents, but often provoke social anxiety, due to the importance of peer approval and need to appraise oneself as normal. Also, little is known about gender differences in girls’ and boys’ interpersonal cognition and appraisals of anxiety and self in anxiety-provoking speech situations. We examined gender differences in interpersonal cognition and appraisals of anxiety in an imagined class presentation scenario in a normative sample of 687 adolescents, 14-16-years-old, from Southwest Finland. Measures included the Classroom Questionnaire of Social Anxiety and Interpersonal Cognition and the Social Anxiety Scale for Adolescents. T-tests examined gender differences in interpersonal cognition, and chi-square tests examined adolescents’ appraisals of the likelihood of their own presentation anxiety and self as anxious. Girls more frequently reported positive, and less frequently reported negative, responses toward the depicted, anxious peer than boys. Also, a higher percentage of girls predicted that becoming anxious in the situation was likely, and non-acceptance of self as anxious was more frequent among girls. Boys predicted negative overt classmate reactions (e.g., laughing) towards the depicted, anxious peer, and towards themselves more frequently than did girls. Results are discussed in the context of gender-specific development and procedures for reducing adolescent social anxiety.
{"title":"Adolescents’ interpersonal cognition and self-appraisal of their own anxiety in an imagined anxiety-provoking classroom presentation scenario: Gender differences","authors":"Klaus Ranta, Mauri Inkinen, E. Laakkonen, Hannah Stahl, N. Junttila, P. Niemi","doi":"10.32457/ejep.v15i2.1969","DOIUrl":"https://doi.org/10.32457/ejep.v15i2.1969","url":null,"abstract":"Oral class presentations are regularly assigned to adolescents, but often provoke social anxiety, due to the importance of peer approval and need to appraise oneself as normal. Also, little is known about gender differences in girls’ and boys’ interpersonal cognition and appraisals of anxiety and self in anxiety-provoking speech situations. We examined gender differences in interpersonal cognition and appraisals of anxiety in an imagined class presentation scenario in a normative sample of 687 adolescents, 14-16-years-old, from Southwest Finland. Measures included the Classroom Questionnaire of Social Anxiety and Interpersonal Cognition and the Social Anxiety Scale for Adolescents. T-tests examined gender differences in interpersonal cognition, and chi-square tests examined adolescents’ appraisals of the likelihood of their own presentation anxiety and self as anxious. Girls more frequently reported positive, and less frequently reported negative, responses toward the depicted, anxious peer than boys. Also, a higher percentage of girls predicted that becoming anxious in the situation was likely, and non-acceptance of self as anxious was more frequent among girls. Boys predicted negative overt classmate reactions (e.g., laughing) towards the depicted, anxious peer, and towards themselves more frequently than did girls. Results are discussed in the context of gender-specific development and procedures for reducing adolescent social anxiety.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44271081","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.32457/ejep.v15i2.1970
Dori J. A. Urbán, J. García-Fernández, Aitana Fernández-Sogorb, Ornela Mateu-Martínez, C. Inglés
The aim of this study was to identify the relationship between academic self-attributions and subclinical social anxiety in a sample of Spanish adolescents and examine statistically significant differences in academic self-attributions among subgroups of socially anxious youth. Random cluster sampling was conducted. The final sample consisted of 717 Spanish students enrolled in Secondary Education (51% girls) aged 14 to 17 years (M = 15.68, SD = 1.16). The Social Anxiety Scale for Adolescents (SAS-A) and the Sydney Attribution Scale (SAS) were administered. Cluster analysis identified three clusters: (1) students with high social anxiety (n = 102) and high scores on fear of negative evaluation (FNE), anxiety toward strangers or new social situations (SAD-N), and anxiety in social situations in general (SAD-G); (2) students with moderate social anxiety (n = 290) and moderate scores on FNE, SAD-N, and SAD-G; and (3) students with low social anxiety (n = 325) and low scores on FNE, SAD-N, and SAD-G. Multivariate analyses (MANOVA) examined differences in the academic self-attributions across the three clusters of subclinical social anxiety, finding statistically significant differences in the six types of academic self-attributions (Wilks Lambda = .89, F(12,714) = 7.11, p < .001, η2 = .06), including success attributed to ability, success attributed to effort, success attributed to external causes, failure attributed to ability, failure attributed to effort, and failure attributed to external causes. The implications of these findings for Psychology and Education professionals are discussed.
{"title":"Social anxiety profiles and academic self-attributions in secondary school students. What are we really talking about? Theoretical, methodological, and statistical","authors":"Dori J. A. Urbán, J. García-Fernández, Aitana Fernández-Sogorb, Ornela Mateu-Martínez, C. Inglés","doi":"10.32457/ejep.v15i2.1970","DOIUrl":"https://doi.org/10.32457/ejep.v15i2.1970","url":null,"abstract":"The aim of this study was to identify the relationship between academic self-attributions and subclinical social anxiety in a sample of Spanish adolescents and examine statistically significant differences in academic self-attributions among subgroups of socially anxious youth. Random cluster sampling was conducted. The final sample consisted of 717 Spanish students enrolled in Secondary Education (51% girls) aged 14 to 17 years (M = 15.68, SD = 1.16). The Social Anxiety Scale for Adolescents (SAS-A) and the Sydney Attribution Scale (SAS) were administered. Cluster analysis identified three clusters: (1) students with high social anxiety (n = 102) and high scores on fear of negative evaluation (FNE), anxiety toward strangers or new social situations (SAD-N), and anxiety in social situations in general (SAD-G); (2) students with moderate social anxiety (n = 290) and moderate scores on FNE, SAD-N, and SAD-G; and (3) students with low social anxiety (n = 325) and low scores on FNE, SAD-N, and SAD-G. Multivariate analyses (MANOVA) examined differences in the academic self-attributions across the three clusters of subclinical social anxiety, finding statistically significant differences in the six types of academic self-attributions (Wilks Lambda = .89, F(12,714) = 7.11, p < .001, η2 = .06), including success attributed to ability, success attributed to effort, success attributed to external causes, failure attributed to ability, failure attributed to effort, and failure attributed to external causes. The implications of these findings for Psychology and Education professionals are discussed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46371255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.32457/ejep.v15i2.1966
V. Caballo, I. Salazar
Social anxiety, and its most extreme condition, social anxiety disorder, is a common international problem today. The recent Covid-19 pandemic has brought relief, at least temporarily, to many social anxiety sufferers. The decrease in face-to-face social interactions and the use of face masks have reduced the usually daily discomfort of those interactions. But it has also frozen in time the practice of their social skills and served as a safe refuge from experiencing the daily symptoms of social anxiety so often. We can say, therefore, that the pandemic has served as a reinforcement of social withdrawal behaviors for people with social anxiety, both in children and in adolescents and adults.
{"title":"Introduction Current status of research on social anxiety and relationship with psychoeducational variables: An international perspective","authors":"V. Caballo, I. Salazar","doi":"10.32457/ejep.v15i2.1966","DOIUrl":"https://doi.org/10.32457/ejep.v15i2.1966","url":null,"abstract":"Social anxiety, and its most extreme condition, social anxiety disorder, is a common international problem today. The recent Covid-19 pandemic has brought relief, at least temporarily, to many social anxiety sufferers. The decrease in face-to-face social interactions and the use of face masks have reduced the usually daily discomfort of those interactions. But it has also frozen in time the practice of their social skills and served as a safe refuge from experiencing the daily symptoms of social anxiety so often. We can say, therefore, that the pandemic has served as a reinforcement of social withdrawal behaviors for people with social anxiety, both in children and in adolescents and adults.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43618996","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.32457/ejep.v15i2.1964
Satoko Sasagawa, C. Essau
Numerous studies have found that adolescents with social anxiety disorder experience greater difficulty in school adjustment and show higher dropout rates. Perfectionism and learning motivation are known to be significant predictors of academic achievement; these factors may enhance or diminish behavioral impairment within the school setting. The purpose of the present study was to examine the relationship between social anxiety, learning motivation, perfectionism, and behavioral impairment within a community sample of adolescents. Five hundred ninety-four German middle school students aged 12-17 years (mean age = 14.60, SD=1.64; 59.4% female) were recruited through their schools to respond to a questionnaire package consisting of Spence Children’s Anxiety Scale, the Child and Adolescent Perfectionism Scale, impact supplement of the Strengths and Difficulties Questionnaire, and intrinsic values subscale of Motivational Strategies for Learning Questionnaire. Results of correlational and multiple regression analysis showed that social anxiety symptoms were a significant predictor of distress and behavioral impairment, especially in friendship and classroom learning domains. It was shown that intrinsic learning motivation promotes classroom learning in students with high levels of social anxiety, whereas perfectionism interferes with domains outside the classroom, such as friendships and leisure activities. Limitations and implications for future research were discussed.
{"title":"Relationship between Social Anxiety Symptoms and Behavioral Impairment in Adolescents: The Moderating Role of Perfectionism and Learning Motivation","authors":"Satoko Sasagawa, C. Essau","doi":"10.32457/ejep.v15i2.1964","DOIUrl":"https://doi.org/10.32457/ejep.v15i2.1964","url":null,"abstract":"Numerous studies have found that adolescents with social anxiety disorder experience greater difficulty in school adjustment and show higher dropout rates. Perfectionism and learning motivation are known to be significant predictors of academic achievement; these factors may enhance or diminish behavioral impairment within the school setting. The purpose of the present study was to examine the relationship between social anxiety, learning motivation, perfectionism, and behavioral impairment within a community sample of adolescents. Five hundred ninety-four German middle school students aged 12-17 years (mean age = 14.60, SD=1.64; 59.4% female) were recruited through their schools to respond to a questionnaire package consisting of Spence Children’s Anxiety Scale, the Child and Adolescent Perfectionism Scale, impact supplement of the Strengths and Difficulties Questionnaire, and intrinsic values subscale of Motivational Strategies for Learning Questionnaire. Results of correlational and multiple regression analysis showed that social anxiety symptoms were a significant predictor of distress and behavioral impairment, especially in friendship and classroom learning domains. It was shown that intrinsic learning motivation promotes classroom learning in students with high levels of social anxiety, whereas perfectionism interferes with domains outside the classroom, such as friendships and leisure activities. Limitations and implications for future research were discussed.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49278749","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-11-24DOI: 10.32457/ejep.v15i2.1967
Mariola Giménez-Miralles, Nelly Lagos-San Martín, C. Gonzálvez
There is a growing interest in quantifying the risk of presenting maladaptive behaviors through the use of multivariate prediction algorithms such as logistic regressions. The objective of this study was to analyze the predictive capacity of school refusal behavior on high levels of social anxiety. The study used a sample of 895 Chilean adolescents (54.3% girls) aged between 14 and 17 years. The School Refusal Assessment Scale-Revised (SRAS-R) and the Social Anxiety Scale for Adolescents (SAS-A) were administered. The results revealed that adolescents with school refusal presented significantly higher scores in social anxiety than their peers with low scores in school refusal. This is due to feelings of social aversion, negative affectivity, fear of evaluation, or the use of this behavior to pursue the attention of significant others. This type of school refusal was found to be a positive and statistically significant predictor of high scores for social anxiety. On the contrary, when school refusal is based on obtaining tangible reinforcement outside the school, this factor acts as a negative and statistically significant predictor of high scores for social anxiety. These findings are discussed with reference to the differences found according to the type of school refusal behavior and its impact on the appearance of high levels of social anxiety.
{"title":"The predictive ability of school refusal on high social anxiety in Chilean adolescents","authors":"Mariola Giménez-Miralles, Nelly Lagos-San Martín, C. Gonzálvez","doi":"10.32457/ejep.v15i2.1967","DOIUrl":"https://doi.org/10.32457/ejep.v15i2.1967","url":null,"abstract":"There is a growing interest in quantifying the risk of presenting maladaptive behaviors through the use of multivariate prediction algorithms such as logistic regressions. The objective of this study was to analyze the predictive capacity of school refusal behavior on high levels of social anxiety. The study used a sample of 895 Chilean adolescents (54.3% girls) aged between 14 and 17 years. The School Refusal Assessment Scale-Revised (SRAS-R) and the Social Anxiety Scale for Adolescents (SAS-A) were administered. The results revealed that adolescents with school refusal presented significantly higher scores in social anxiety than their peers with low scores in school refusal. This is due to feelings of social aversion, negative affectivity, fear of evaluation, or the use of this behavior to pursue the attention of significant others. This type of school refusal was found to be a positive and statistically significant predictor of high scores for social anxiety. On the contrary, when school refusal is based on obtaining tangible reinforcement outside the school, this factor acts as a negative and statistically significant predictor of high scores for social anxiety. These findings are discussed with reference to the differences found according to the type of school refusal behavior and its impact on the appearance of high levels of social anxiety.","PeriodicalId":44987,"journal":{"name":"European Journal of Education and Psychology","volume":" ","pages":""},"PeriodicalIF":1.8,"publicationDate":"2022-11-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42515329","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：