scholarly journals Development and Validation of a Scale to Assess School Factors Contributing to School Refusal Behavior

2021 ◽  
Vol 38 (1) ◽  
Author(s):  
Faseeha Khursheed
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Classroom Management ◽  
Cultural Context ◽  
Sampling Technique ◽  
School Refusal ◽  
School Students ◽  
School Factors ◽  
Related Factors ◽  
School Refusal Behavior

School refusal behavior is a serious issue in Pakistan which has remained unnoticed.  In order to understand the intensity of the issue it is important to understand the school related factors for school refusal.  There was no tool available to study these factors in cultural context of Pakistan.  The aim of this study was to develop a scale to measure different dimensions of school factors involved in school refusal behavior among middle school students.  Both qualitative and quantitative data was collected for this purpose.  Purposive sampling technique was used to recruit the sample of 260 middle school teachers.  A series of exploratory factor analysis was conducted and four dimensions were extracted which were further reduced to three final including school environment, teachers’ classroom management and teacher-student relationship dimensions during confirmatory factor analysis.  The scale showed high internal consistency and reliability.  The Cronbach alpha reliability of the 26 items (five -Likert point) scale was 0.74.  This scale will help to study all aspects of school factors contributing to school refusal behavior in Pakistan which was not available before.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krihsnan Andy
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

The Effects of Residential Mobility on the Education Outcomes of Urban Middle School Students and the Moderating Potential of Civic Engagement

2017 ◽  
Vol 55 (4) ◽  
pp. 570-591 ◽  
Author(s):  
Adam Voight ◽  
Regina Giraldo-García ◽  
Marybeth Shinn
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Civic Engagement ◽  
Residential Mobility ◽  
Afterschool Programs ◽  
School Students ◽  
School Factors ◽  
Urban Middle School ◽  
Education Outcomes ◽  
Urban Middle School Students

Residential mobility is associated with negative education outcomes for urban students, but there is little empirical evidence for school factors that may ameliorate these effects. One such factor may be civic engagement at school. This study analyzed data from 2,000 urban middle school students to examine the interplay of residential mobility, education outcomes, and school civic engagement. Findings show that students who change residences have lower academic achievement and rates of attendance and that mobile students who are leaders in school groups and attend afterschool programs have more positive education outcomes compared with their mobile peers who are uninvolved.

scholarly journals School Refusal Behavior and Aggression in Spanish Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Miriam Martín ◽  
María Vicent ◽  
Ricardo Sanmartín
Keyword(s):  
Physical Aggression ◽  
School Attendance ◽  
Verbal Aggression ◽  
School Refusal ◽  
School Students ◽  
Predictive Capacity ◽  
School Refusal Behavior ◽  
Aggression Questionnaire ◽  
Mean Differences ◽  
Tangible Reinforcement

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13–17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

scholarly journals Pelatihan empati sebagai upaya mengurangi perilaku perundungan pada siswa SMP

2019 ◽  
Vol 8 (2) ◽  
pp. 308-324
Author(s):  
Lika Lika
Keyword(s):  
Middle School ◽  
Statistical Study ◽  
Sampling Technique ◽  
Harsh Environments ◽  
Baseline Assessment ◽  
School Students ◽  
Empathy Training ◽  
Negative Behaviors ◽  
School Based ◽  
Post Test

AbstractBullying tends to intensify during middle school years, especially amongst students who grew up in harsh environments and were exposed to negative behaviors in their formative years. This research is aimed at assessing the effectiveness of school-based empathy training in preventing bullying behaviors in middle school students. A sample of 25 students was selected using a purposing sampling technique. The two days training was split into six sections i.e. introduction The same group of students was given Pre and Post empathy training evaluation. The two days training consisted of six sections starting from the introduction of the program, baseline assessment, intervention, post-test, playing of video and a closing discussion. Evaluation of the training effectiveness was held a month after the training. The statistical study of pretest and posttest Empathy Training, pretest, and posttest Bullying questionnaires, using Wilcoxon Signed Ranks. The finding indicated that Empathy training resulted in a change of insight and improvement in bullying tendencies.Keywords: Behavior; Empathy training; Bullying  AbstrakFenomena perundungan di lingkungan sekolah, umumnya dilatarbelakangi oleh paparan perilaku agresi (verbal dan Fisik) yang sering dialami sebelumnya oleh pelaku. Penelitian ini bertujuan untuk mengetahui efektivitas pelatihan empati dalam mengurangi perilaku perundungan pada remaja di lingkungan sekolah. Subjek penelitian terdiri dari 25 orang siswa/i yang diperoleh berdasarkan teknik purposive sampling. Perlakuan diberikan selama 2 hari, terdiri dari 6 sesi, yaitu sesi pembukaan, perkenalan, menjelaskan tahapan pelatihan, pengukuran awal, pemberian materi, pretest dan posttest,  pemutaran video dan diskusi. Evaluasi terhadap perubahan perilaku dilakukan sebulan setelah pelatihan diberikan. Uji statistik Pretest dan Posttest Materi Pelatihan Empati serta Pretest dan Posttest skala perundungan dengan menggunakan Tes Wilcoxon Signed Ranks. Hasil menunjukkan terjadinya peningkatan pemahaman peserta mengenai perilaku perundungan serta penurunan kecenderungan memunculkan perilaku perundungan setelah mengikuti pelatihan empati. Kata Kunci: Perundungan, Perilaku, Pelatihan Meningkatkan Empati. 

Middle School Students’ Expectations about Counseling

2007 ◽  
Vol 10 (4) ◽  
pp. 2156759X0701000
Author(s):  
Cheryl Moore-Thomas ◽  
Robert W. Lent
Keyword(s):  
Middle School ◽  
Factor Analysis ◽  
Middle School Students ◽  
Exploratory Factor Analysis ◽  
Factor Structure ◽  
Future Research ◽  
Counseling Services ◽  
Late Adolescent ◽  
School Students ◽  
Counseling Expectations

Although counseling expectations have been studied in late adolescent and adult samples, little is known about younger adolescents’ openness to counseling and perceptions of the counseling process. In this study, 329 middle school students completed the Expectations About Counseling Questionnaire–Brief Form (Tinsley, 1982). An exploratory factor analysis indicated support for a two-factor structure, consisting of expectations about (a) the student's role and (b) the school counselor's role. Implications are considered for future research and practical efforts to enable young adolescents to benefit more fully from responsive counseling services.

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