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Gonzálvez C, Sanmartín R, Vicent M, García-Fernández JM. Exploring different types of school refusers through latent profile analysis and school-related stress associations. Sci Prog 2021; 104:368504211029464. [PMID: 34283689 PMCID: PMC10450715 DOI: 10.1177/00368504211029464] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/29/2022]
Abstract
Children experience significant number of stressful situations at school during their academic years. The aims of this study were to identify school refusers groups of children through latent profile analysis and to test their associations with school-related sources and manifestation of stress. Data were obtained from 755 schoolchildren (8-11 years) from public and private schools of Alicante and Murcia (Spain), using the School Refusal Assessment Scale-Revised (SRAS-R) and the School Situation Survey (SSS). In general, positive and statistically significant correlations were identified between school refusal behavior and school-related sources and manifestations of stress. School refusers groups were derived from the combination of high and low scores in the four functional conditions assessed by the SRAS-R. "Low School Refusal Behavior Profile,""School Refusal Behavior by Positive Reinforcement Profile" and "Mixed School Refusal Behavior Profile" were identified. The percentages of children within these profiles were 47.7%, 46.6%, and 5.7%, respectively. The Mixed School Refusal Behavior Profile was the group with the highest average scores in the school-related stress factors. In contrast, the group with the lowest mean scores was the Low School Refusal Behavior Profile. By comparing the Low School Refusal Behavior Profile with the Mixed School Refusal Behavior Profile, the largest effect sizes were found. Findings are discussed from a socio-ecological perspective considering the school context conditions as key elements in the development of school refusal behaviors.
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Affiliation(s)
- Carolina Gonzálvez
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
| | - Ricardo Sanmartín
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
| | - María Vicent
- Department of Developmental Psychology and Teaching, University of Alicante, Alicante, Spain
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Gonzálvez C, Díaz-Herrero Á, Vicent M, Sanmartín R, Fernández-Sogorb A, Ruiz-Esteban C. Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents. Front Psychol 2021; 12:666218. [PMID: 33841291 PMCID: PMC8027341 DOI: 10.3389/fpsyg.2021.666218] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/09/2021] [Accepted: 02/22/2021] [Indexed: 11/16/2022] Open
Abstract
Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15-18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.
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Affiliation(s)
- Carolina Gonzálvez
- Department of Development Psychology and Teaching, University of Alicante, Alicante, Spain
| | - Ángela Díaz-Herrero
- Department of Development Psychology and Education, University of Murcia, Murcia, Spain
| | - María Vicent
- Department of Development Psychology and Teaching, University of Alicante, Alicante, Spain
| | - Ricardo Sanmartín
- Department of Development Psychology and Teaching, University of Alicante, Alicante, Spain
| | | | - Cecilia Ruiz-Esteban
- Department of Development Psychology and Education, University of Murcia, Murcia, Spain
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Testing factorial invariance and latent means differences of the school refusal assessment scale-revised in Ecuadorian adolescents. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-018-9871-1] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Gonzálvez C, Díaz-Herrero Á, Vicent M, Sanmartín R, Pérez-Sánchez AM, García-Fernández JM. School refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms. CURRENT PSYCHOLOGY 2020. [DOI: 10.1007/s12144-020-00711-6] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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A Multidimensional, Multi-tiered System of Supports Model to Promote School Attendance and Address School Absenteeism. Clin Child Fam Psychol Rev 2020; 23:316-337. [DOI: 10.1007/s10567-020-00317-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/22/2022]
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Towards a comprehensive assessment of school absenteeism: development and initial validation of the inventory of school attendance problems. Eur Child Adolesc Psychiatry 2019; 28:399-414. [PMID: 30043236 DOI: 10.1007/s00787-018-1204-2] [Citation(s) in RCA: 23] [Impact Index Per Article: 4.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/30/2018] [Accepted: 07/19/2018] [Indexed: 10/28/2022]
Abstract
School attendance problems (SAPs) become manifest in many ways and are associated with multiple risk factors, calling for comprehensive assessment methods. This study documents the development of the inventory of school attendance problems (ISAP), which assesses both the quality and the function of a broad spectrum of SAPs by first asking students with SAPs to rate the intensity of symptoms prior to or at school and then to rate their impact on school attendance. An empirically generated pool of 124 items was analyzed (explorative factor analysis) using a clinical sample of N = 245 students with SAPs (53.5% male; Mage: 14.4). The Youth Self Report (YSR), a German version of the School Refusal Assessment Scale (SRAS), and the extent of school absenteeism were used to determine construct validity. The resulting 48 items loaded on 13 factors. The 13 scales assess internalizing and externalizing symptoms (Depression, Social Anxiety, Performance Anxiety, Agoraphobia/Panic, Separation Anxiety, Somatic Complaints, Aggression, School Aversion/Attractive Alternatives) as well as emotional distress due to problems in the school or family context (Problems with Teachers, Dislike of the Specific School, Problems with Peers, Problems Within the Family, Problems with Parents). All scales showed good internal consistencies. Their correlations with the YSR and the SRAS indicated convergent and discriminant validity. Positive associations between most of the scales and the extent of school absenteeism were obtained. Although preliminary, these results support the usefulness of the ISAP for a comprehensive assessment of SAPs in clinical settings.
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Heyne D, Gren-Landell M, Melvin G, Gentle-Genitty C. Differentiation Between School Attendance Problems: Why and How? COGNITIVE AND BEHAVIORAL PRACTICE 2019. [DOI: 10.1016/j.cbpra.2018.03.006] [Citation(s) in RCA: 102] [Impact Index Per Article: 20.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022]
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Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress. Psychiatry Res 2018; 269:140-144. [PMID: 30149271 DOI: 10.1016/j.psychres.2018.08.069] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/19/2018] [Revised: 08/07/2018] [Accepted: 08/17/2018] [Indexed: 11/20/2022]
Abstract
Negative emotional states are common among youth with problematic school absenteeism, but little is known about their presence across different school refusal behavior profiles. The aim of this study was twofold: to identify different cluster solutions across functional profiles of school refusal behavior (I. Avoidance of Negative Affectivity, II. Escape from Social and/or Evaluative Situations, III. Pursuit of Attention, and IV. Pursuit of Tangible Reinforcement) and to determine whether these profiles differ from each other based on dimensions of depression, anxiety, and stress. The sample consisted of 1582 Ecuadorian adolescents aged 12-18 years (M = 14.83; SD = 1.86) who completed the School Refusal Assessment Scale-Revised (SRAS-R) and the Depression, Anxiety and Stress Scale-21 (DASS-21). Latent class analysis revealed three school refusal profiles: non-school refusal behavior, school refusal behavior by tangible reinforcements, and school refusal behavior by multiple reinforcements. The last group displayed the most maladaptive profile and revealed highest mean scores on the three dimensions of the DASS-21 compared to other groups. To promote mental health in this group it is a necessary goal due to their link with these negative emotional states. Prevention measures to strengthen emotional self-regulation should be considered in these cases.
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Fernández-Sogorb A, Inglés CJ, Sanmartín R, Gonzálvez C, Vicent M, García-Fernández YJM. Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles. Int J Clin Health Psychol 2018; 18:264-272. [PMID: 30487932 PMCID: PMC6225016 DOI: 10.1016/j.ijchp.2018.07.002] [Citation(s) in RCA: 15] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/20/2018] [Accepted: 07/10/2018] [Indexed: 11/15/2022] Open
Abstract
BACKGROUND/OBJECTIVES This paper aimed to validate the Spanish version of scores of the Visual Analogue Scale for Anxiety-Revised (VAA-R) in child population, and to verify the existence of anxiety profiles and to relate them to school refusal. METHOD The sample was made up of 911 Spanish students between 8 and 12 years old (M = 9.61, SD = 1.23). The measures used were the VAA-R and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C). RESULTS Confirmatory factorial analysis supported the three-dimensional VAA-R structure: Anticipatory Anxiety (AA), School-based performance Anxiety (SA) and Generalized Anxiety (GA). The VAA-R has an adequate reliability and structural invariance across sex and age. No latent mean differences were found across sex, but did occur through age in AA and GA factors. Cluster analysis identified four child anxiety profiles: High Anxiety, High Anxiety School-type, Low Anxiety, and Moderate Anxiety, which differed significantly in all dimensions of school refusal. CONCLUSIONS These findings may be useful for the assessment and treatment of anxious symptoms originated at school.
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Vicent M, Inglés CJ, Sanmartín R, Gonzálvez C, García-Fernández JM. Aggression Profiles in the Spanish Child Population: Differences in Perfectionism, School Refusal and Affect. Front Behav Neurosci 2018; 12:12. [PMID: 29441002 PMCID: PMC5797658 DOI: 10.3389/fnbeh.2018.00012] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2017] [Accepted: 01/16/2018] [Indexed: 11/13/2022] Open
Abstract
The aim of this study was to identify the existence of combinations of aggression components (Anger, Hostility, Physical Aggression and Verbal Aggression) that result in different profiles of aggressive behavior in children, as well as to test the differences between these profiles in scores of perfectionism, school refusal and affect. It is interesting to analyze these variables given: (a) their clinical relevance due to their close relationship with the overall psychopathology; and (b) the need for further evidence regarding how they are associated with aggressive behavior. The sample consisted of 1202 Spanish primary education students between the ages of 8 and 12. Three aggressive behavior profiles for children were identified using Latent Class Analysis (LCA): High Aggression (Z scores between 0.69 and 0.7), Moderate Aggression (Z scores between -0.39 and -0.47) and Low Aggression (Z scores between -1.36 and -1.58). These profiles were found for 49.08%, 38.46% and 12.48% of the sample, respectively. High Aggression scored significantly higher than Moderate Aggression and Low Aggression on Socially Prescribed Perfectionism (SPP), Self-Oriented Perfectionism (SOP), the first three factors of school refusal (i.e., FI. Negative Affective, FII. Social Aversion and/or Evaluation, FIII. To Pursue Attention), and Negative Affect (NA). In addition, Moderate Aggression also reported significantly higher scores than Low Aggression for the three first factors of school refusal and NA. Conversely, Low Aggression had significantly higher mean scores than High Aggression and Moderate Aggression on Positive Affect (PA). Results demonstrate that High Aggression was the most maladaptive profile having a high risk of psychological vulnerability. Aggression prevention programs should be sure to include strategies to overcome psychological problems that characterize children manifesting high levels of aggressive behavior.
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Affiliation(s)
- María Vicent
- Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, Alicante, Spain
| | - Cándido J. Inglés
- Department of Clinical Psychology, Faculty of Social-Health Sciences, Miguel Hernández University of Elche, Elche, Spain
| | - Ricardo Sanmartín
- Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, Alicante, Spain
| | - Carolina Gonzálvez
- Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, Alicante, Spain
| | - José Manuel García-Fernández
- Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, Alicante, Spain
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Piqueras JA, Martín-Vivar M, Sandin B, San Luis C, Pineda D. The Revised Child Anxiety and Depression Scale: A systematic review and reliability generalization meta-analysis. J Affect Disord 2017; 218:153-169. [PMID: 28475961 DOI: 10.1016/j.jad.2017.04.022] [Citation(s) in RCA: 101] [Impact Index Per Article: 14.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/17/2016] [Revised: 02/20/2017] [Accepted: 04/16/2017] [Indexed: 01/05/2023]
Abstract
BACKGROUND Anxiety and depression are among the most common mental disorders during childhood and adolescence. Among the instruments for the brief screening assessment of symptoms of anxiety and depression, the Revised Child Anxiety and Depression Scale (RCADS) is one of the more widely used. Previous studies have demonstrated the reliability of the RCADS for different assessment settings and different versions. The aims of this study were to examine the mean reliability of the RCADS and the influence of the moderators on the RCADS reliability. METHODS We searched in EBSCO, PsycINFO, Google Scholar, Web of Science, and NCBI databases and other articles manually from lists of references of extracted articles. RESULTS A total of 146 studies were included in our meta-analysis. The RCADS showed robust internal consistency reliability in different assessment settings, countries, and languages. We only found that reliability of the RCADS was significantly moderated by the version of RCADS. However, these differences in reliability between different versions of the RCADS were slight and can be due to the number of items. LIMITATIONS We did not examine factor structure, factorial invariance across gender, age, or country, and test-retest reliability of the RCADS. CONCLUSIONS The RCADS is a reliable instrument for cross-cultural use, with the advantage of providing more information with a low number of items in the assessment of both anxiety and depression symptoms in children and adolescents.
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Affiliation(s)
| | | | - Bonifacio Sandin
- Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
| | | | - David Pineda
- Universidad Nacional de Educación a Distancia (UNED), Madrid, Spain
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Gonzálvez C, Kearney CA, Lagos-San Martín N, Sanmartín R, Vicent M, Inglés CJ, García-Fernández JM. School Refusal Assessment Scale–Revised Chilean Version: Factorial Invariance and Latent Means Differences Across Gender and Age. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282917712173] [Citation(s) in RCA: 19] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The School Refusal Assessment Scale–Revised (SRAS-R) is a self-report measure designed to assess four functional factors of school refusal behavior: avoidance of stimuli that provoke negative affectivity (Factor I), escape from aversive social and/or evaluative situations (Factor II), pursuit of attention from significant others (Factor III), and pursuit of tangible reinforcement outside of school (Factor IV). The aim was to analyze the scale’s factorial invariance and latent means differences across gender and age in a sample of 2,678 Chilean adolescents aged 13 to 17 years ( M = 15.23; SD = 1.26). The hypothesized model revealed the best-fit model and remained invariant across gender and age. Good internal consistency was obtained for the four factors (.75, .72, .77, and .71). Latent means differences were found across gender and age.
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Walter D, von Bialy J, von Wirth E, Doepfner M. Psychometric Properties of the German School Refusal Assessment Scale–Revised. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2017. [DOI: 10.1177/0734282916689641] [Citation(s) in RCA: 14] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The School Refusal Assessment Scale–Revised (SRAS-R) is a widely used measure of the functional conditions leading to school absenteeism. In the present study, we developed a German version of the SRAS-R and investigated its psychometric properties in a clinical sample ( N = 62) of referred school absentees aged 11 to 17 years. Results of an exploratory factor analysis revealed a four-factor solution for the self-rated version and a three-factor solution for the parent-rated version. All four subscales of the final 22-item German SRAS-R were internally consistent. Convergent and discriminant validity were shown by significant correlations with other scales assessing internalizing and externalizing symptoms. Overall, the German SRAS-R is a valuable instrument for assessing school absenting behavior. The results should be interpreted conservatively due to the limited sample size.
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Affiliation(s)
- Daniel Walter
- Department for Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, University of Cologne, Germany
- School for Child and Adolescent Cognitive Behavior Therapy (AKiP), Medical Faculty, University of Cologne, Germany
| | - Johanna von Bialy
- Department for Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, University of Cologne, Germany
| | - Elena von Wirth
- Department for Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, University of Cologne, Germany
| | - Manfred Doepfner
- Department for Child and Adolescent Psychiatry, Psychosomatics and Psychotherapy, Medical Faculty, University of Cologne, Germany
- School for Child and Adolescent Cognitive Behavior Therapy (AKiP), Medical Faculty, University of Cologne, Germany
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Gonzálvez C, Inglés CJ, Kearney CA, Vicent M, Sanmartín R, García-Fernández JM. School Refusal Assessment Scale-Revised: Factorial Invariance and Latent Means Differences across Gender and Age in Spanish Children. Front Psychol 2016; 7:2011. [PMID: 28082938 PMCID: PMC5183572 DOI: 10.3389/fpsyg.2016.02011] [Citation(s) in RCA: 35] [Impact Index Per Article: 4.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2016] [Accepted: 12/12/2016] [Indexed: 11/13/2022] Open
Abstract
The aim of this study was to analyze the factorial invariance and latent means differences of the Spanish version of the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) in a sample of 1,078 students (50.8% boys) aged 8-11 years (M = 9.63, SD = 1.12). The results revealed that the proposed model in this study, with a structure of 18 items divided into four factors (Negative Affective, Social Aversion and/or Evaluation, To Pursue Attention and Tangible Reinforcements), was the best-fit model with a tetra-factorial structure, remaining invariant across gender and age. Analysis of latent means differences indicated that boys and 11-year-old students scored highest on the Tangible Reinforcements subscale compared with their 8- and 9-year-old peers. On the contrary, for the subscales of Social Aversion and/or Evaluation and to Pursue Attention, the differences were significant and higher in younger age groups compared to 11-year-olds. Appropriate indexes of reliability were obtained for SRAS-R-C subscales (0.70, 0.79, 0.87, and 0.72). Finally, the founded correlation coefficients of scores of the SRAS-R-C revealed a predictable pattern between school refusal and positive/negative affect and optimism/pessimism.
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Affiliation(s)
- Carolina Gonzálvez
- Department of Developmental and Psychology and Didactics, University of Alicante Alicante, Spain
| | - Cándido J Inglés
- Department of Health Psychology, Miguel Hernandez University of Elche Elche, Spain
| | | | - María Vicent
- Department of Developmental and Psychology and Didactics, University of Alicante Alicante, Spain
| | - Ricardo Sanmartín
- Department of Developmental and Psychology and Didactics, University of Alicante Alicante, Spain
| | - José M García-Fernández
- Department of Developmental and Psychology and Didactics, University of Alicante Alicante, Spain
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Knollmann M, Sicking A, Hebebrand J, Reissner V. [The School Refusal Assessment Scale: Psychometric properties and validation of a modified version]. ZEITSCHRIFT FUR KINDER-UND JUGENDPSYCHIATRIE UND PSYCHOTHERAPIE 2016; 45:265-280. [PMID: 27058835 DOI: 10.1024/1422-4917/a000415] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/19/2022]
Abstract
Objective Psychometric properties of the original and a modified version of the «Einschätzungsskala der Schulverweigerung» (German version of the School Refusal Assessment Scale, SRAS; Kearney & Silverman, 1993; Overmeyer et al., 1994) were analyzed in order to identify alternative ways to revise the SRAS/ESV compared to the existing revision SRAS-R (Kearney, 2002). The SRAS/ESV consists of a parent and a child version and measures four functions of school refusal (avoidance of negative affect related to school settings, escape from aversive social or evaluative situations, attention-getting behavior, positive tangible reinforcement). Method Data from N = 124 (parent version) respectively N = 156 (child version) patients of a specialized psychiatric outpatient unit for children and adolescents with school-avoiding behavior were obtained. Analyzes included characteristics of items and scales, face-, factorial-, and construct-validity (correlations with other questionnaires, e. g., YSR, CBCL were analyzed). Results Many items seem to measure overall anxiety instead of the functional aspects of school refusal, one item measures expansive behavior. Four factors were obtained, but they did not reflect the assumed structure of the ESV (e. g., overlap of the two avoidance-related scales). Post-hoc-analyzes with a modified version (elimination of several items with problematic content validity) suggested three factors, convergent and discriminative validity of the modified version was confirmed. Because only some of the afore-mentioned problems have been addressed in the revised version (SRAS-R; Kearney, 2002), a new revision and extension of the German version of the questionnaire covering more aspects of school avoidance behavior (e. g., bullying, depression, somatic complaints, psychosocial factors) is discussed.
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Affiliation(s)
- Martin Knollmann
- 1 Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen
| | - Alexander Sicking
- 1 Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen
| | - Johannes Hebebrand
- 1 Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen
| | - Volker Reissner
- 1 Klinik für Psychiatrie, Psychosomatik und Psychotherapie des Kindes- und Jugendalters, LVR-Klinikum Essen, Kliniken und Institut der Universität Duisburg-Essen
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Inglés CJ, Gonzálvez-Maciá C, García-Fernández JM, Vicent M, Martínez-Monteagudo MC. Current status of research on school refusal. EUROPEAN JOURNAL OF EDUCATION AND PSYCHOLOGY 2015. [DOI: 10.1016/j.ejeps.2015.10.005] [Citation(s) in RCA: 61] [Impact Index Per Article: 6.8] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
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Garner PW, Moses LK, Waajid B. PROSPECTIVE TEACHERS' AWARENESS AND EXPRESSION OF EMOTIONS: ASSOCIATIONS WITH PROPOSED STRATEGIES FOR BEHAVIORAL MANAGEMENT IN THE CLASSROOM. PSYCHOLOGY IN THE SCHOOLS 2013. [DOI: 10.1002/pits.21688] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/07/2022]
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Lyon AR. Confirmatory factor analysis of the School Refusal Assessment Scale - Revised in an African American community sample. JOURNAL OF PSYCHOEDUCATIONAL ASSESSMENT 2009; 20:1-13. [PMID: 20567603 DOI: 10.1177/0734282909353438] [Citation(s) in RCA: 14] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
The current study used confirmatory factor analysis techniques to investigate the construct validity of the child version of the School Refusal Assessment Scale - Revised (SRAS-R) in a community sample of low socioeconomic status, urban, African American fifth and sixth graders (n = 174). The SRAS-R is the best-researched measure of school refusal behavior in youth and typically yields four functional dimensions. Results of the investigation suggested that a modified version of the four-factor model, in which three items from the tangible reinforcement dimension are removed, may have construct validity in the current sample of youth. In addition, youth endorsement of the dimension measuring avoidance of social and/or evaluative situations was positively associated with unexcused absences. Implications for further psychometric research and early identification and prevention of problematic absenteeism in low-SES, ethnic minority community samples are highlighted.
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Affiliation(s)
- Aaron R Lyon
- University of Washington, Department of Psychiatry and Behavioral Sciences
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Tolin DF, Whiting S, Maltby N, Diefenbach GJ, Lothstein MA, Hardcastle S, Catalano A, Gray K. Intensive (Daily) Behavior Therapy for School Refusal: A Multiple Baseline Case Series. COGNITIVE AND BEHAVIORAL PRACTICE 2009. [DOI: 10.1016/j.cbpra.2009.02.003] [Citation(s) in RCA: 32] [Impact Index Per Article: 2.1] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
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Lyon AR, Cotler S. Toward reduced bias and increased utility in the assessment of school refusal behavior: The case for diverse samples and evaluations of context. PSYCHOLOGY IN THE SCHOOLS 2007. [DOI: 10.1002/pits.20247] [Citation(s) in RCA: 55] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/09/2022]
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Kearney CA. Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised: Child and Parent Versions. JOURNAL OF PSYCHOPATHOLOGY AND BEHAVIORAL ASSESSMENT 2005. [DOI: 10.1007/s10862-005-9005-6] [Citation(s) in RCA: 25] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/25/2022]
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