Relationship between school refusal behavior and social functioninga cluster analysis approach

  1. Gonzálvez, Carolina 1
  2. Inglés, Cándido J. 2
  3. Kearney, Christopher A. 3
  4. Sanmartín, Ricardo 1
  5. Vicent, María 1
  6. García-Fernández, José M. 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Miguel Hernández de Elche
    info

    Universidad Miguel Hernández de Elche

    Elche, España

    ROR https://ror.org/01azzms13

  3. 3 University of Nevada
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Revista:
European journal of education and psychology

ISSN: 1888-8992,  1989-2209

Año de publicación: 2019

Título del ejemplar: (Junio, 2019)

Volumen: 12

Número: 1

Páginas: 17-29

Tipo: Artículo

DOI: 10.30552/EJEP.V12I1.238 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European journal of education and psychology

Resumen

Partiendo de la heterogénea casuística que caracteriza a los estudiantes que rechazan la escuela, resulta útil disponer de una clasificación de esta población en conjuntos homogéneos. Para ello, el objetivo de este estudio fue, en primer lugar, identificar mediante análisis clúster los perfiles de estudiantes que rechazan la escuela en base al modelo funcional evaluado a través de la School Refusal Assessment Scale-Revised (SRAS-S). En segundo lugar, se pretende analizar si existen diferencias en las puntuaciones de funcionamiento social en función del perfil de estudiante que rechaza la escuela. En este estudio participaron 1212 niños españoles entre 8 y 11 años (M=9.12; DE=1.05) quienes cumplimentaron la SRAS-R para evaluar el rechazo escolar y la Child and Adolescent Social Adaptive Functioning Scale (CASAFS) para evaluar el funcionamiento social. Fueron cuatro los perfiles identificados: No rechazo escolar, Rechazo escolar por reforzamiento mixto, Rechazo escolar por refuerzos tangibles y Rechazo escolar por reforzamiento negativo. El perfil de No rechazo escolar alcanzó las puntuaciones medias más altas en funcionamiento social, mientras que el perfil de Rechazo escolar por reforzamiento mixto obtuvo las puntuaciones medias más bajas en funcionamiento social. En general, los perfiles hallados apoyan los clústeres identificados en estudios previos. Las implicaciones del funcionamiento social sobre el rechazo escolar se discuten.

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Fuente de los datos: Dialnet