Using a Dual-Factor Model to Understand the Mental Health of Students with School Refusal Behavior

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.

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Comparison Of Self-Efficacy And Self-Regulation Between The Student With School Refusal Behavior (Srb) And The Students Without (Srb), And The Relationships Of These Variables To Academic Performance

i-manager’s Journal on Educational Psychology ◽

10.26634/jpsy.6.3.2089 ◽

2013 ◽

Vol 6 (3) ◽

pp. 9-16

Author(s):

Ali Khaneh Keshi ◽

◽

Farahnaz Azizi Tas Ahmadi ◽

Keyword(s):

Academic Performance ◽

Self Efficacy ◽

Self Regulation ◽

School Refusal ◽

School Refusal Behavior

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Case Study of the Assessment and Treatment of a Youth With Multifunction School Refusal Behavior

Clinical Case Studies ◽

10.1177/1534650102001001006 ◽

2002 ◽

Vol 1 (1) ◽

pp. 67-80 ◽

Cited By ~ 18

Author(s):

Christopher A. Kearney

Keyword(s):

School Refusal ◽

School Refusal Behavior ◽

Assessment And Treatment

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Conceptualizing High School Students' Mental Health Through a Dual-Factor Model

School Psychology Review ◽

10.17105/spr45-4.434-457 ◽

2016 ◽

Vol 45 (4) ◽

pp. 434-457 ◽

Cited By ~ 24

Author(s):

Shannon M. Suldo ◽

Amanda Thalji-Raitano ◽

Sarah M. Kiefer ◽

John M. Ferron

Keyword(s):

Mental Health ◽

High School ◽

High School Students ◽

Factor Model ◽

School Students

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Psychometric Properties of the Korean Version of the Mental Health Professionals Stress Scale

Frontiers in Psychiatry ◽

10.3389/fpsyt.2021.685423 ◽

2021 ◽

Vol 12 ◽

Author(s):

Eun Sol Lee ◽

Vin Ryu ◽

Ji Hyun Lee ◽

Hyeon Hong ◽

Hyeree Han ◽

...

Keyword(s):

Mental Health ◽

Psychometric Properties ◽

Social Workers ◽

Mental Health Professionals ◽

Health Professionals ◽

Concurrent Validity ◽

Online Survey ◽

Factor Model ◽

Depression And Anxiety ◽

Stress Scale

Background: Job stress of mental health professionals can have a negative impact on them, particularly their psychological health and mortality, and may also affect organizations' and institutions' ability to provide quality mental health services to patients.Aim: This study aimed to: (1) investigate the validity and reliability of the Korean Mental Health Professionals Stress Scale (K-MHPSS), (2) develop K-MHPSS cut-off points to measure clinical depression and anxiety, and (3) examine whether specific stressors vary by area of expertise.Methodology: Data were collected via an online survey over 3 months, from August to October 2020. An online survey using a survey website was administered to volunteers who accessed the link and consented to participate. Data from 558 participants (200 clinical psychologists, 157 nurses, and 201 social workers) were included in the final analysis. Confirmatory and exploratory factor analyses were conducted to examine the factor structure of the K-MHPSS; concurrent validity of the scale was determined by analyzing correlation; internal consistency was determined by Cronbach's alpha coefficient. In addition, ROC curve analysis and Youden's index were used to estimate optimal cut-off points for K-MHPSS; one-way ANOVA was performed to investigate the difference among the three groups.Results: The seven-factor model of the original scale did not be replicated by Korean mental health professionals. The K-MHPSS had the best fit with the six-factor model, which consists of 34 items. Concurrent validity was confirmed, and overall reliability was found to be good. The K-MHPSS cut-off points for depression and anxiety appeared to slightly different by professional groups. Furthermore, nurses and social workers showed significantly higher total scores compared to clinical psychologists, and there are significant differences in subscale scores among professionals.Conclusion: The Korean version of the MHPSS has appropriate psychometric properties and can be used to assess the occupational stress of mental health professionals. It can also serve as a reference point for screening clinical level of depression and anxiety in mental health professionals.

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School Refusal Behavior and Aggression in Spanish Adolescents

Frontiers in Psychology ◽

10.3389/fpsyg.2021.669438 ◽

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.

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