IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v13y2021i13p7512-d589045.html
   My bibliography  Save this article

School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature

Author

Listed:
  • Carolina Gonzálvez

    (Department of Developmental Psychology and Teaching, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • Mariola Giménez-Miralles

    (Department of Developmental Psychology and Teaching, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • María Vicent

    (Department of Developmental Psychology and Teaching, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • Ricardo Sanmartín

    (Department of Developmental Psychology and Teaching, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

  • María José Quiles

    (Health Psychology Department, Faculty of Psychology, University Miguel Hernández of Elche, 03202 Elche, Spain)

  • José Manuel García-Fernández

    (Department of Developmental Psychology and Teaching, Faculty of Education, University of Alicante, 03690 Alicante, Spain)

Abstract

School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional model and (2) to analyse the relationship between the identified school refusal behaviour profiles and academic self-attributions in language and literature. The School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS) were administered to 926 Spanish students (51% boys) aged 8 to 11 ( M = 9.57; SD = 1.07). Four school refusal behaviour profiles were obtained: low school refusal behaviour, school refusal behaviour by positive reinforcement, mixed school refusal behaviour and high mixed school refusal behaviour. School refuser profiles, characterised by high scores on the first three factors of the SRAS-R (high mixed and mixed school refusal behaviour profiles), reported higher scores on an academic self-attributional style, in which they associate their failures with a lack of ability and effort. Results are discussed, considering the relationship between school refusal behaviour and unsuitable attributional styles in language and literature. Promoting effective coping skills to deal with school failure situations will seek to improve, as far as possible, the needs of all students contributing to a healthy learning environment.

Suggested Citation

  • Carolina Gonzálvez & Mariola Giménez-Miralles & María Vicent & Ricardo Sanmartín & María José Quiles & José Manuel García-Fernández, 2021. "School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature," Sustainability, MDPI, vol. 13(13), pages 1-12, July.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7512-:d:589045
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/13/13/7512/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/13/13/7512/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Zaira-Jazmín Zárate-Santana & María-Carmen Patino-Alonso & Ana-Belén Sánchez-García & Purificación Galindo-Villardón, 2021. "Learning Approaches and Coping with Academic Stress for Sustainability Teaching: Connections through Canonical Correspondence Analysis," Sustainability, MDPI, vol. 13(2), pages 1-16, January.
    2. Adar Ben-Eliyahu, 2021. "Sustainable Learning in Education," Sustainability, MDPI, vol. 13(8), pages 1-10, April.
    3. Richard Dembo & Jennifer Wareham & James Schmeidler & Ken C. Winters, 2016. "Exploratory two-level analysis of individual- and school-level factors on truant youth emotional/psychological functioning," The Journal of Educational Research, Taylor & Francis Journals, vol. 109(6), pages 596-607, November.
    4. Aibao Zhou & Xiangli Guan & Md Zahir Ahmed & Oli Ahmed & Mary C. Jobe & Fatema Akhter Hiramoni, 2021. "An Analysis of the Influencing Factors of Study Engagement and Its Enlightenment to Education: Role of Perceptions of School Climate and Self-Perception," Sustainability, MDPI, vol. 13(10), pages 1-11, May.
    5. China Mills, 2018. "From ‘Invisible Problem’ to Global Priority: The Inclusion of Mental Health in the Sustainable Development Goals," Development and Change, International Institute of Social Studies, vol. 49(3), pages 843-866, May.
    6. Jaewon Lee & Hyejung Lim & Jennifer Allen & Gyuhyun Choi, 2021. "Effects of Learning Attitudes and COVID-19 Risk Perception on Poor Academic Performance among Middle School Students," Sustainability, MDPI, vol. 13(10), pages 1-10, May.
    7. Bacon, Victoria R. & Kearney, Christopher A., 2020. "School climate and student-based contextual learning factors as predictors of school absenteeism severity at multiple levels via CHAID analysis," Children and Youth Services Review, Elsevier, vol. 118(C).
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Online Flipped and Gamification Classroom: Risks and Opportunities for the Academic Achievement of Adult Sustainable Learning during COVID-19 Pandemic," Sustainability, MDPI, vol. 14(19), pages 1-21, September.
    2. Lui-Kwan Ng & Chung-Kwan Lo, 2022. "Flipped Classroom and Gamification Approach: Its Impact on Performance and Academic Commitment on Sustainable Learning in Education," Sustainability, MDPI, vol. 14(9), pages 1-23, April.
    3. Simona Sternad Zabukovšek & Zdenko Deželak & Silvia Parusheva & Samo Bobek, 2022. "Attractiveness of Collaborative Platforms for Sustainable E-Learning in Business Studies," Sustainability, MDPI, vol. 14(14), pages 1-25, July.
    4. Rosnaini Sudi & Wai Leng Chang & Nur Hidayah Arshad & Syasya Nabilah Zainal Abidin & Ulyssies Suderman & Luke Sy-Cherng Woon, 2022. "Perception of Current Educational Environment, Clinical Competency, and Depression among Malaysian Medical Students in Clinical Clerkship: A Cross-Sectional Study," IJERPH, MDPI, vol. 19(23), pages 1-15, December.
    5. Sungjin Park & Kyoungsoon Min & Sangkyun Kim, 2021. "Differences in Learning Motivation among Bartle’s Player Types and Measures for the Delivery of Sustainable Gameful Experiences," Sustainability, MDPI, vol. 13(16), pages 1-10, August.
    6. Tommy Tanu Wijaya & Imam Fitri Rahmadi & Siti Chotimah & Jailani Jailani & Dhoriva Urwatul Wutsqa, 2022. "A Case Study of Factors That Affect Secondary School Mathematics Achievement: Teacher-Parent Support, Stress Levels, and Students’ Well-Being," IJERPH, MDPI, vol. 19(23), pages 1-19, December.
    7. Mahmood Al-Bashayreh & Dmaithan Almajali & Ahmad Altamimi & Ra’ed Masa’deh & Manaf Al-Okaily, 2022. "An Empirical Investigation of Reasons Influencing Student Acceptance and Rejection of Mobile Learning Apps Usage," Sustainability, MDPI, vol. 14(7), pages 1-14, April.
    8. Lieve Carette & Elisabeth De Schauwer & Geert Van Hove, 2018. "“Everywhere We Go, People Seem to Know”: Mad Students and Knowledge Construction of Mental Illness in Higher Education," Social Inclusion, Cogitatio Press, vol. 6(4), pages 207-217.
    9. Lin Zhang & Suhong Zhou & Lanlan Qi & Yue Deng, 2022. "Nonlinear Effects of the Neighborhood Environments on Residents’ Mental Health," IJERPH, MDPI, vol. 19(24), pages 1-17, December.
    10. Yannick Klein & Petra Lindfors & Walter Osika & Linda L. Magnusson Hanson & Cecilia U. D. Stenfors, 2022. "Residential Greenspace Is Associated with Lower Levels of Depressive and Burnout Symptoms, and Higher Levels of Life Satisfaction: A Nationwide Population-Based Study in Sweden," IJERPH, MDPI, vol. 19(9), pages 1-19, May.
    11. Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Maria del Pilar Martínez-Jiménez & Pilar Aparicio-Martínez, 2022. "Gamification as a Promoting Tool of Motivation for Creating Sustainable Higher Education Institutions," IJERPH, MDPI, vol. 19(5), pages 1-20, February.
    12. Le Qin & Jie Lu & Ying Zhou & Tommy Tanu Wijaya & Yongxing Huang & Mohammad Fauziddin, 2022. "Reduction of Academic Burnout in Preservice Teachers: PLS-SEM Approach," Sustainability, MDPI, vol. 14(20), pages 1-24, October.
    13. Jack Li, 2022. "Using Flowchart to Help Students Learn Basic Circuit Theories Quickly," Sustainability, MDPI, vol. 14(12), pages 1-12, June.
    14. Nadeem Shafique Butt & Muhammad Abid Bashir & Sami Hamdan Alzahrani & Zohair Jamil Gazzaz & Ahmad Azam Malik, 2023. "Evaluation of Construct Validity and Reliability of the Arabic and English Versions of Biggs Study Process Scale Among Saudi University Students," SAGE Open, , vol. 13(2), pages 21582440231, June.
    15. Dianne Forbes & Dilani Gedera & Maggie Hartnett & Ashwini Datt & Cheryl Brown, 2023. "Sustainable Strategies for Teaching and Learning Online," Sustainability, MDPI, vol. 15(17), pages 1-17, August.
    16. Gottfried, Michael & Jacob Kirksey, J. & Hutt, Ethan, 2020. "Can teacher education programs help prepare new kindergarten and first grade teachers to address student absenteeism?," Children and Youth Services Review, Elsevier, vol. 119(C).
    17. Maria José Sá & Ana Isabel Santos & Sandro Serpa & Carlos Miguel Ferreira, 2021. "Digitainability—Digital Competences Post-COVID-19 for a Sustainable Society," Sustainability, MDPI, vol. 13(17), pages 1-22, August.
    18. Johanna Andrea Navarro-Espinosa & Manuel Vaquero-Abellán & Alberto-Jesús Perea-Moreno & Gerardo Pedrós-Pérez & Pilar Aparicio-Martínez & Mª Pilar Martínez-Jiménez, 2021. "The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case," Sustainability, MDPI, vol. 13(11), pages 1-22, June.
    19. Yafei Liu & Siyu Di & Yixianzhi Zhang & Chao Ma, 2023. "Self-Concept Clarity and Learning Engagement: The Sequence-Mediating Role of the Sense of Life Meaning and Future Orientation," IJERPH, MDPI, vol. 20(6), pages 1-12, March.
    20. Yi Liu & Zhigang Li, 2023. "International Research Review and Teaching Improvement Measures of College Students’ Learning Psychology under the Background of COVID-19," Sustainability, MDPI, vol. 15(9), pages 1-15, May.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:13:y:2021:i:13:p:7512-:d:589045. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.