Adolescent school refusal and academic self‐efficacy: A latent profile and regression analysis.
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| Title: | Adolescent school refusal and academic self‐efficacy: A latent profile and regression analysis. |
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| Authors: | Pérez‐Marco, María (AUTHOR), Gonzálvez, Carolina (AUTHOR), Fuster‐Rico, Andrea (AUTHOR), Vicent, María (AUTHOR), Fernández‐Sogorb, Aitana (AUTHOR), Aparicio‐Flores, María Del Pilar (AUTHOR) |
| Source: | Psychology in the Schools. Oct2024, Vol. 61 Issue 10, p4041-4056. 16p. |
| Subjects: | Internalizing behavior, School attendance, Academic achievement, Regression analysis, Adolescence |
| 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. Practitioner points: School refusal is a serious problem that negatively affects academic performance, connection to school, and socio‐emotional well‐being of students, which 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.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. [ABSTRACT FROM AUTHOR] |
| Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Psychology and Behavioral Sciences Collection |
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| Header | DbId: pbh DbLabel: Psychology and Behavioral Sciences Collection An: 180926039 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Adolescent school refusal and academic self‐efficacy: A latent profile and regression analysis. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Pérez‐Marco%2C+María%22">Pérez‐Marco, María</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Gonzálvez%2C+Carolina%22">Gonzálvez, Carolina</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fuster‐Rico%2C+Andrea%22">Fuster‐Rico, Andrea</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Vicent%2C+María%22">Vicent, María</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Fernández‐Sogorb%2C+Aitana%22">Fernández‐Sogorb, Aitana</searchLink> (AUTHOR)<br /><searchLink fieldCode="AR" term="%22Aparicio‐Flores%2C+María+Del+Pilar%22">Aparicio‐Flores, María Del Pilar</searchLink> (AUTHOR) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Psychology+in+the+Schools%22">Psychology in the Schools</searchLink>. Oct2024, Vol. 61 Issue 10, p4041-4056. 16p. – Name: Subject Label: Subjects Group: Su Data: <searchLink fieldCode="DE" term="%22Internalizing+behavior%22">Internalizing behavior</searchLink><br /><searchLink fieldCode="DE" term="%22School+attendance%22">School attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+achievement%22">Academic achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescence%22">Adolescence</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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. Practitioner points: School refusal is a serious problem that negatively affects academic performance, connection to school, and socio‐emotional well‐being of students, which 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.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. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Psychology in the Schools is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/pits.23263 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 16 StartPage: 4041 Subjects: – SubjectFull: Internalizing behavior Type: general – SubjectFull: School attendance Type: general – SubjectFull: Academic achievement Type: general – SubjectFull: Regression analysis Type: general – SubjectFull: Adolescence Type: general Titles: – TitleFull: Adolescent school refusal and academic self‐efficacy: A latent profile and regression analysis. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Pérez‐Marco, María – PersonEntity: Name: NameFull: Gonzálvez, Carolina – PersonEntity: Name: NameFull: Fuster‐Rico, Andrea – PersonEntity: Name: NameFull: Vicent, María – PersonEntity: Name: NameFull: Fernández‐Sogorb, Aitana – PersonEntity: Name: NameFull: Aparicio‐Flores, María Del Pilar IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 10 Text: Oct2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 00333085 Numbering: – Type: volume Value: 61 – Type: issue Value: 10 Titles: – TitleFull: Psychology in the Schools Type: main |
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