Comprender el comportamiento de rechazo escolar en la adolescenciaperfiles de riesgo y estilo atribucional ante los resultados académicos

  1. Aitana Fernández-Sogorb 1
  2. Carolina Gonzálvez 1
  3. Margarita Pino-Juste 2
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidade de Vigo
    info

    Universidade de Vigo

    Vigo, España

    ROR https://ror.org/05rdf8595

Aldizkaria:
Revista de psicodidáctica

ISSN: 1136-1034

Argitalpen urtea: 2023

Alea: 28

Zenbakia: 1

Orrialdeak: 35-43

Mota: Artikulua

DOI: 10.1016/J.PSICOE.2022.12.001 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

Beste argitalpen batzuk: Revista de psicodidáctica

Garapen Iraunkorreko Helburuak

Laburpena

Los adolescentes que muestran una tendencia a rechazar la escuela podrían estar experimentando también una baja motivación hacia el aprendizaje. El presente trabajo tiene como objetivo identificar perfiles de adolescentes con comportamiento de rechazo escolar (CRE) y examinar si estos posibles grupos difieren en autoatribuciones académicas. Participan 1183 estudiantes españoles (53.7% chicas) de 14 a 17 anos (M = 15.58, DT = 1.08). Responden a las versiones españolas de la School Refusal Assessment ScaleRevised (SRAS-R) y la Sydney Attribution Scale (SAS). Se hallan cuatro perfiles de CRE mediante la técnica de Latent Profile Analysis: no-CRE, CRE moderadamente alto, CRE ansioso y CRE alto. Se identifican diferencias estadísticamente significativas entre los cuatro grupos en todas las autoatribuciones académicas examinadas. Los perfiles CRE ansioso y alto muestran una mayor tendencia a atribuir sus fracasos académicos a la capacidad, mientras que tienden a atribuir menos sus éxitos a causas internas. Se sugieren estrategias de intervención para atender estos perfiles de CRE de riesgo.

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