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Identifying Functional Profiles of School Refusal and Perfectionism in Adolescents

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Title: Identifying Functional Profiles of School Refusal and Perfectionism in Adolescents
Language: English
Authors: María Pérez-Marco (ORCID 0000-0002-1857-9415), Carolina Gonzálvez (ORCID 0000-0002-7810-9044), Andrea Fuster (ORCID 0000-0003-2119-1451), María Vicent (ORCID 0000-0002-6254-4770)
Source: European Journal of Education. 2025 60(3).
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 10
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Secondary Education
Descriptors: Student Attitudes, Student Characteristics, Student Behavior, School Phobia, Personality Traits, Adolescents, Secondary School Students, Profiles, Self Concept, Expectation, Foreign Countries, Attendance, Student Participation, Student Adjustment, Negative Reinforcement, Positive Reinforcement, Scores
Geographic Terms: Spain
DOI: 10.1111/ejed.70201
ISSN: 0141-8211
1465-3435
Abstract: Due to the complex construct of school refusal and the need for awareness of its impact on youth, Kearney and Silverman (1990) proposed four functional reasons for the persistence of school refusal behaviour. Various studies have explored different profiles of school refusal based on Kearney and Silverman's (1990) framework, yet no prior research has examined the relationship between these profiles and perfectionism. Perfectionism, a multifaceted personality trait, is described by the pursuit of flawlessness and setting excessively high standards (Self-Oriented Perfectionism-Striving, SOP-S), along with harsh self-criticism (Self-Oriented Perfectionism-Critical, SOP-C), and perceived external pressures and criticism (Socially Prescribed Perfectionism, SPP). While perfectionism can sometimes be beneficial, it often poses risks when expectations exceed a student's capabilities, severely affecting both academic success and psychological well-being. The aims of this study are: (a) to detect school refusal profiles following Kearney and Silverman's (1990) functional model, and (b) to analyse differences in perfectionism across these profiles. The study involved 1276 Spanish students (55.3% boys), aged 13-16 (M = 14.49, SD = 1.24). Participants fulfilled the School Refusal Assessment Scale-Revised (SRAS-R) and the Child/Adolescent Perfectionism Scale (CAPS). Through Latent Profile Analysis, four school refusal profiles were identified: High Mixed School Refusal, Mixed School Refusal, School Refusal by Negative Reinforcement, and Non School Refusal. The study found that mixed profiles, which had high or very high scores in both negative (F1, F2) and positive reinforcement (F3), also had the highest mean scores in perfectionistic dimensions. The results emphasise the need to address maladaptive perfectionism to mitigate school attendance problems in adolescents. Practically, the study provides educators with evidence-based insights to inform early interventions targeting maladaptive perfectionism as a mechanism for preventing school refusal.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1481797
Database: ERIC
FullText Text:
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  Data: Identifying Functional Profiles of School Refusal and Perfectionism in Adolescents
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  Data: <searchLink fieldCode="AR" term="%22María+Pérez-Marco%22">María Pérez-Marco</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-1857-9415">0000-0002-1857-9415</externalLink>)<br /><searchLink fieldCode="AR" term="%22Carolina+Gonzálvez%22">Carolina Gonzálvez</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-7810-9044">0000-0002-7810-9044</externalLink>)<br /><searchLink fieldCode="AR" term="%22Andrea+Fuster%22">Andrea Fuster</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2119-1451">0000-0003-2119-1451</externalLink>)<br /><searchLink fieldCode="AR" term="%22María+Vicent%22">María Vicent</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-6254-4770">0000-0002-6254-4770</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22European+Journal+of+Education%22"><i>European Journal of Education</i></searchLink>. 2025 60(3).
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  Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
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  Data: 10
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Characteristics%22">Student Characteristics</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22School+Phobia%22">School Phobia</searchLink><br /><searchLink fieldCode="DE" term="%22Personality+Traits%22">Personality Traits</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Secondary+School+Students%22">Secondary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Profiles%22">Profiles</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Concept%22">Self Concept</searchLink><br /><searchLink fieldCode="DE" term="%22Expectation%22">Expectation</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Attendance%22">Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Participation%22">Student Participation</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Adjustment%22">Student Adjustment</searchLink><br /><searchLink fieldCode="DE" term="%22Negative+Reinforcement%22">Negative Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Positive+Reinforcement%22">Positive Reinforcement</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Spain%22">Spain</searchLink>
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  Data: 10.1111/ejed.70201
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  Data: 0141-8211<br />1465-3435
– Name: Abstract
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  Data: Due to the complex construct of school refusal and the need for awareness of its impact on youth, Kearney and Silverman (1990) proposed four functional reasons for the persistence of school refusal behaviour. Various studies have explored different profiles of school refusal based on Kearney and Silverman's (1990) framework, yet no prior research has examined the relationship between these profiles and perfectionism. Perfectionism, a multifaceted personality trait, is described by the pursuit of flawlessness and setting excessively high standards (Self-Oriented Perfectionism-Striving, SOP-S), along with harsh self-criticism (Self-Oriented Perfectionism-Critical, SOP-C), and perceived external pressures and criticism (Socially Prescribed Perfectionism, SPP). While perfectionism can sometimes be beneficial, it often poses risks when expectations exceed a student's capabilities, severely affecting both academic success and psychological well-being. The aims of this study are: (a) to detect school refusal profiles following Kearney and Silverman's (1990) functional model, and (b) to analyse differences in perfectionism across these profiles. The study involved 1276 Spanish students (55.3% boys), aged 13-16 (M = 14.49, SD = 1.24). Participants fulfilled the School Refusal Assessment Scale-Revised (SRAS-R) and the Child/Adolescent Perfectionism Scale (CAPS). Through Latent Profile Analysis, four school refusal profiles were identified: High Mixed School Refusal, Mixed School Refusal, School Refusal by Negative Reinforcement, and Non School Refusal. The study found that mixed profiles, which had high or very high scores in both negative (F1, F2) and positive reinforcement (F3), also had the highest mean scores in perfectionistic dimensions. The results emphasise the need to address maladaptive perfectionism to mitigate school attendance problems in adolescents. Practically, the study provides educators with evidence-based insights to inform early interventions targeting maladaptive perfectionism as a mechanism for preventing school refusal.
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        Value: 10.1111/ejed.70201
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      – Text: English
    PhysicalDescription:
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        PageCount: 10
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Student Characteristics
        Type: general
      – SubjectFull: Student Behavior
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      – SubjectFull: School Phobia
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      – SubjectFull: Personality Traits
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      – SubjectFull: Adolescents
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      – SubjectFull: Profiles
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      – SubjectFull: Self Concept
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      – SubjectFull: Expectation
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      – SubjectFull: Spain
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      – TitleFull: Identifying Functional Profiles of School Refusal and Perfectionism in Adolescents
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