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
Journal:
European Journal of Child Development, Education and Psychopathology

ISSN: 2530-0776,  2340-924X

Year of publication: 2024

Issue Title: EJPAD 2024

Volume: 12

Issue: 1

Type: Article

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

More publications in: European Journal of Child Development, Education and Psychopathology

Abstract

School refusal is a repeated negative attitude towards attending and/or staying at school for the whole school day. Among its serious consequences is the development of psychopathologies, which could be reduced by having an adequate emotional regulation and being assertive. Regarding assertiveness, although it is considered one of the most recurrent interpersonal difficulties in adolescence, there is no empirical evidence on how it affects school rejection. Therefore, the main objective of this study focused on analysing the differences between school refusal profiles and assertiveness in a sample of 847 Spanish adolescents aged 15–18 years. For this purpose, the School Refusal Assessment Scale-Revised (SRAS-R) and the Questionnaire for the Assessment of Interpersonal Difficulties in Adolescence were used. Mean scores were compared between high and low-scoring profiles for each factor of the SRAS-R according to the difficulties in being assertive. Among adolescents scoring high and low on the first two factors, there were statistically significant differences in assertiveness with moderate and small magnitudes, respectively. Possible explanations and implications for Educational Psychology are discussed.

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