School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature

School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional model and (2) to analyse the relationship between the identified school refusal behaviour profiles and academic self-attributions in language and literature. The School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS) were administered to 926 Spanish students (51% boys) aged 8 to 11 (M = 9.57; SD = 1.07). Four school refusal behaviour profiles were obtained: low school refusal behaviour, school refusal behaviour by positive reinforcement, mixed school refusal behaviour and high mixed school refusal behaviour. School refuser profiles, characterised by high scores on the first three factors of the SRAS-R (high mixed and mixed school refusal behaviour profiles), reported higher scores on an academic self-attributional style, in which they associate their failures with a lack of ability and effort. Results are discussed, considering the relationship between school refusal behaviour and unsuitable attributional styles in language and literature. Promoting effective coping skills to deal with school failure situations will seek to improve, as far as possible, the needs of all students contributing to a healthy learning environment.

Fear Goliath or David? Inferring Competence From Demeanor Across Cultures

We examined cultural differences in people’s lay theories of demeanor—how demeanor may be perceived as a straightforward and reliable reflection of reality (convergence theory) or as a deviating reflection of reality (divergence theory). Across different domains of competition, Euro-Canadians perceived greater competence in an opponent with a competent demeanor, whereas Chinese paradoxically perceived greater competence in an opponent with no signs of competence (Studies 1–4b). The results, unexplained by attributional styles (Study 1), likability (Study 3), or modesty (Study 3), suggest that Euro-Canadians endorse a stronger convergence theory than Chinese in their inferences of competence. Corroborated with qualitative data (Study 4a), such cultural differences were explained by the beliefs that demeanor can be a misleading reflection of reality, verified in college and community (Study 4b) samples. We discuss the implications for social perception, intergroup dynamics, and self-presentation in competitions.

Dyslexia, Literacy Difficulties and the Self-Perceptions of Children and Young People: a Systematic Review

This systematic review investigates the links between literacy difficulties, dyslexia and the self-perceptions of children and young people (CYP). It builds on and updates Burden’s (2008) review and explores how the additional factors of attributional style and the dyslexia label may contribute to CYP’s self-perceptions. Nineteen papers are included and quality assessed. Quantitative papers measured the self-reported self-perceptions of CYP with literacy difficulties and/or dyslexia (LitD/D) and compared these with the CYP without LitD/D. Qualitative papers explored the lived experiences of CYP with LitD/D, including their self-views and how these were affected by receiving a dyslexia diagnosis. Results suggest that CYP with LitD/D may be at greater risk of developing negative self-perceptions of themselves as learners, but not of their overall self-worth. Factors found to be relevant in supporting positive self-perceptions include adaptive attributional styles, good relationships with peers and parents, and positive attitudes towards dyslexia and neurodiversity. In some cases, CYP with LitD/D felt that others perceived them as unintelligent or idle; for these CYP, a diagnosis led to more positive self-perceptions, as it provided an alternative picture of themselves. There is a need for further research to explore the impact of attributional style and the potential for intervention, as well as CYPs’ experiences of diagnosis and the associated advantages or disadvantages.