scholarly journals School refusal Behavior: The Relationship Between Family Environment and Parenting Style

2007 ◽  
Author(s):  
Gillian Chapman
2021 ◽  
Vol 11 (9) ◽  
pp. 524
Author(s):  
Miriam Martín ◽  
Carolina Gonzálvez ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Aitana Fernández-Sogorb ◽  
...  

The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (Mage = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed.


2021 ◽  
Vol 6 ◽  
Author(s):  
Mariola Giménez-Miralles ◽  
Carolina Gonzálvez ◽  
Ricardo Sanmartín ◽  
María Vicent ◽  
María del Pilar Aparicio-Flores ◽  
...  

Students with School Refusal Behaviour (SRB) are a diverse group, often associated with negative academic repercussions (e.g., low academic performance, learning difficulties or academic demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on low and high scores on the four functional conditions assessed by the School Refusal Assessment Scale-Revised (SRAS-R) and 2) to examine the relationship between SRB profiles and learning strategies. The SRAS-R and the Inventory of Learning and Study Strategies-High School version were administered to 1,261 students aged to 14 to 18 (M = 16.51; SD = 1.84). Four SRB profiles were obtained: SRB by positive reinforcement, Low SRB, SRB by negative reinforcement and Mixed SRB. School refusers belonging to the Mixed SRB and SRB by negative reinforcement profiles are characterised by low scores on learning strategies, except for the Anxiety dimension. The practical implications of these findings suggest that implementing study techniques and learning strategies programmes, in addition to courses on anxiety management and self-care will help students improve their learning paths and reduce anxiety-based school refusal.


2021 ◽  
Vol 9 (2) ◽  
pp. 195
Author(s):  
Gilang Ariesta Guchi ◽  
Vevi Sunarti

This research was motivated by the low religious character of children studying at the Al-Furqon Mosque Education Park (TPA), Sikuliek Village, Koto Tangah District, Padang City. This is most likely due to ineffective and inaccurate parenting parents, which have a negative impact on the child's personality, especially in the development of religious character. Based on this phenomenon, the aim of this study is to describe the parenting parents of the parents in relation to the child, to describe the religious character of the child, and to determine the relationship between the parenting parentsof the parents and the development of the religious character of the child. Correlational quantitative analysis is the term for this form of study. All children who learned the Koran at the Al-Furqon Mosque Education Park were included in this report (TPA). Saturated samples were used as a sampling method. A questionnaire is the data collection method, and a list of statements is the data collection tool. The percentage formula and  sperman rho were used in the data analysis technique. The results showed that low parenting parent, low religious character of children and there is a significant relationship between parenting parentswith the formation of children's religious character. Suggestions in this study are that parents are expected to be able to choose and sort out what parenting parents to apply to children, pay more attention to children and become role models for their children because the family environment is very much determined by the formation of children's religious character and the existence of cooperation between parents and administrators TPA to participate in motivating children to continuously attend lessons at the TPA so as to maximize the formation of children's religious character.Keywords: Parenting Parents, Religious Character


2020 ◽  
Vol 41 (2) ◽  
pp. 110-116
Author(s):  
Jonathan E. Ramsay

Abstract. Previous research suggests that parenting style influences the development of the needs for achievement, power, and affiliation. The present study investigated the relationship between parenting style and another important motive disposition – the need for autonomy – in a sample of Singapore university students ( N = 97, 69% female), using a cross-sectional and retrospective design. It was predicted that an authoritative perceived parenting style would relate positively to the implicit need for autonomy ( nAut), the explicit need for autonomy ( sanAut), and the congruence between these two motive dispositions. Authoritative maternal parenting was found to positively associate with sanAut, while maternal parenting was not found to associate with nAut, or with nAut/ sanAut congruence. Paternal parenting was not associated with any of the dependent variables.


2004 ◽  
Vol 5 (3) ◽  
pp. 275-283 ◽  
Author(s):  
Christopher A. Kearney ◽  
Amie Lemos ◽  
Jenna Silverman

2005 ◽  
Vol 1 (1) ◽  
pp. 46-51 ◽  
Author(s):  
Christopher A. Kearney ◽  
Gillian Chapman ◽  
L. Caitlin Cook

Sign in / Sign up

Export Citation Format

Share Document