Diferencias entre rechazo escolar y asertividad a partir de los factores de la school refusal assessment scale-Revised

  1. Fuster Rico, Andrea 1
  2. Pérez Marco, María 1
  3. Antón Ros, Nuria 1
  1. 1 Departamento de Psicología Evolutiva y Didáctica Universidad de Alicante, España
Revista:
European Journal of Child Development, Education and Psychopathology

ISSN: 2530-0776,  2340-924X

Año de publicación: 2024

Título del ejemplar: EJPAD 2024

Volumen: 12

Número: 1

Tipo: Artículo

DOI: 10.32457/EJPAD.V12I1.2402 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: European Journal of Child Development, Education and Psychopathology

Resumen

El rechazo escolar es una actitud negativa reiterada hacia la asistencia y/o permanencia en el centro durante todo el día escolar. Entre sus graves consecuencias destaca el desarrollo de psicopatologías, las cuales podrían reducirse teniendo una adecuada regulación emocional y siendo asertivo. Acerca de la asertividad, aunque se considera una de las dificultades interpersonales más recurrentes en la adolescencia, no existen evidencias empíricas sobre cómo afecta al rechazo escolar. Por ello, el objetivo principal de este estudio se centró analizar las diferencias entre los perfiles de rechazo escolar y la asertividad en una muestra de 847 adolescentes españoles de entre 15 y 18 años. Para ello, se emplearon la School Refusal Assessment Scale-Revised y el Cuestionario de Evaluación de Dificultades Interpersonales en la Adolescencia. Se compararon las puntuaciones medias entre los perfiles con altas y bajas puntuaciones para cada factor de la SRAS-R en base a la dificultad para ser asertivo. Entre los adolescentes que puntuaban alto y bajo en los dos primeros factores, hubo diferencias estadísticamente significativas respecto a la asertividad con magnitudes moderadas y pequeñas, respectivamente. Se discuten las posibles explicaciones e implicaciones para la Psicología de la Educación.

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Fuente de los datos: Dialnet