Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents
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Título: | Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents |
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Autor/es: | Gonzálvez, Carolina | Díaz Herrero, Ángela | Vicent, María | Sanmartín, Ricardo | Fernández-Sogorb, Aitana | Ruiz Esteban, Cecilia |
Grupo/s de investigación o GITE: | Investigación en Inteligencias, Competencia Social y Educación (SOCEDU) |
Centro, Departamento o Servicio: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica |
Palabras clave: | Affective profiles | Positive affect | Negative affect | School refusal behavior | Anxiety | Latent profile analysis | Adolescence |
Área/s de conocimiento: | Didáctica y Organización Escolar | Psicología Evolutiva y de la Educación |
Fecha de publicación: | 25-mar-2021 |
Editor: | Frontiers Media |
Cita bibliográfica: | Gonzálvez C, Díaz-Herrero Á, Vicent M, Sanmartín R, Fernández-Sogorb A and Ruiz-Esteban C (2021) Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents. Front. Psychol. 12:666218. doi: 10.3389/fpsyg.2021.666218 |
Resumen: | Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems. |
Patrocinador/es: | This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with grant number RTI2018-098197-B-I00 awarded to José M. García-Fernández and Project GV/2019/075 awarded to CG. |
URI: | http://hdl.handle.net/10045/113826 |
ISSN: | 1664-1078 |
DOI: | 10.3389/fpsyg.2021.666218 |
Idioma: | eng |
Tipo: | info:eu-repo/semantics/article |
Derechos: | © 2021 Gonzálvez, Díaz-Herrero, Vicent, Sanmartín, Fernández-Sogorb and Ruiz-Esteban. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
Revisión científica: | si |
Versión del editor: | https://doi.org/10.3389/fpsyg.2021.666218 |
Aparece en las colecciones: | INV - SOCEDU - Artículos de Revistas |
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