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 School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

2021 ◽  
Vol 11 (9) ◽  
pp. 524
Author(s):  
Miriam Martín ◽  
Carolina Gonzálvez ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Aitana Fernández-Sogorb ◽  
...  
Keyword(s):  
Personality Traits ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
School Attendance ◽  
Correlation Coefficients ◽  
School Refusal ◽  
School Refusal Behavior ◽  
Life Orientation Test ◽  
Tangible Reinforcement ◽  
The Relationship

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.

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 Evaluation of Buss-Perry aggression Questionnaire with item response theory (IRT)

Psihologija ◽  
2012 ◽  
Vol 45 (2) ◽  
pp. 189-207 ◽  
Author(s):  
Bojana Dinic ◽  
Bojan Janicic
Keyword(s):  
Item Response Theory ◽  
Psychometric Properties ◽  
Item Response ◽  
Physical Aggression ◽  
Verbal Aggression ◽  
The Other ◽  
Irt Model ◽  
Graded Responses ◽  
Gender And Age ◽  
Aggression Questionnaire

The aim of this research was to examine the psychometric properties of the Buss-Perry Aggression Questionnaire on Serbian sample, using the IRT model for graded responses. AQ contains four subscales: Physical aggression, Verbal aggression, Hostility and Anger. The sample included 1272 participants, both gender and age ranged from 18 to 68 years, with average age of 31.39 (SD = 12.63) years. Results of IRT analysis suggested that the subscales had greater information in the range of above-average scores, namely in participants with higher level of aggressiveness. The exception was Hostilisty subscale, because it was informative in the wider range of trait. On the other hand, this subscale contains two items which violate assumption of homogenity. Implications for measurement of aggressiveness are discussed.

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.

Introductory Information for Therapists

2018 ◽  
pp. 1-20
Author(s):  
Christopher A. Kearney ◽  
Anne Marie Albano
Keyword(s):  
Treatment Program ◽  
School Attendance ◽  
Functional Model ◽  
Evidence Base ◽  
School Refusal ◽  
Developmental Level ◽  
School Refusal Behavior ◽  
Age Appropriate ◽  
Primary Focus

Chapter 1 introduces the primary focus of this treatment program—problematic school absenteeism. The authors use the term “school refusal behavior” as an overarching construct to represent an inability to maintain age-appropriate functioning vis-à-vis school attendance and/or to adaptively cope with school-related stressors that contribute to nonattendance. School refusal behavior refers to school-aged youths (5–17 years). The treatment program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. The procedures are generally cognitive-behavioral in nature. The interventions are sensitive to age and cognitive developmental level as well as key developmental milestones that children and adolescents must achieve. The development of this treatment program and its evidence base, benefits, and risks are presented.

scholarly journals Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept

2019 ◽  
Vol 16 (23) ◽  
pp. 4780 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Ángela Díaz-Herrero ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Antonio M. Pérez-Sánchez ◽  
...  
Keyword(s):  
Latent Class ◽  
School Attendance ◽  
Short Form ◽  
School Refusal ◽  
Self Concept ◽  
School Refusal Behavior ◽  
Physical Abilities ◽  
General School ◽  
New Variables ◽  
Behavior Profiles

Not all adolescents with school attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject school and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General school). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four school refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of school refusal in students with low self-concept are discussed.

Aggression in Young Adults — A Matter of Short Sleep and Social Jetlag?

2013 ◽  
Vol 113 (3) ◽  
pp. 754-765 ◽  
Author(s):  
Christoph Randler ◽  
Christian Vollmer
Keyword(s):  
Sleep Duration ◽  
Physical Aggression ◽  
Sleep Onset ◽  
Onset Time ◽  
Verbal Aggression ◽  
Wake Time ◽  
Adult Men ◽  
Composite Scale ◽  
Social Jetlag ◽  
Aggression Questionnaire

Evening orientation and sleep duration have been linked with aggression and problematic behaviors, but no study has used an explicit aggression questionnaire. The present study used the Buss-Perry Aggression Questionnaire based on physical aggression, verbal aggression, anger, and hostility, as well as questionnaires on the timing of sleep and sleep duration to assess this relationship in young adult men. The Composite Scale of Morningness was used to assess circadian preference; sleep-wake variables (wake time and sleep onset time on weekdays and on weekend days) were used to calculate midpoint of sleep, social jetlag, and sleep duration. Results indicated that sleep duration correlated negatively with verbal aggression, physical aggression, and anger. Short sleepers were more aggressive. Using multivariate analysis of variance, shorter sleep duration was a significant predictor of verbal aggression and anger. Concerning physical aggression, social jetlag also contributed to the model. Morningness-eveningness was associated with the hostility scale with eveningness related to higher hostility. Men scored higher than women in physical and verbal aggression.

scholarly journals Perfectionism Classes and Aggression in Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Cecilia Ruiz-Esteban ◽  
Inmaculada Méndez ◽  
Aitana Fernández-Sogorb ◽  
José Daniel Álvarez Teruel
Keyword(s):  
High School Students ◽  
School Violence ◽  
Physical Aggression ◽  
Latent Class ◽  
Short Form ◽  
Emotional Adjustment ◽  
Educational Programs ◽  
School Students ◽  
Aggression Questionnaire ◽  
Aggression Behavior

Some of the components of perfectionism produce a variety of problems, such as interpersonal hypersensitivity and hostility, that may be associated with aggression behavior during adolescence. This study aims to identify classes of adolescents depending on their levels of Perfectionistic Strivings (PS) and Perfectionistic Concerns (PC) as well as to examine whether there are significant differences in the manifestations of the four components of aggression behavior (i.e., anger, hostility, physical aggression, and verbal aggression) between them. A total of 1,074 high school students from various educational centers participated in this study (M = 14.78, SD = 1.84). The Child-Adolescent Perfectionism Scale and the Aggression Questionnaire short form were used. The Latent Class Analysis identified three classes of adolescent perfectionism: (a) Non-Perfectionists (low PS and PC), (b) Maladaptive Perfectionists (high PS and PC), and (c) Adaptive Perfectionists (moderate PS and PC). Results revealed significant differences between classes regarding the different manifestations of aggression. Maladaptive Perfectionists and Adaptive Perfectionists reported, respectively, the highest and lowest levels of aggression behavior. This study assists in educational programs to prevent conflicts related to school violence through emotional adjustment.

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.

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