Diferencias en ansiedad escolar en función de altas y bajas puntuaciones del factor II del SRAS-R

  1. Pérez Marco, María 1
  2. Fuster Rico, Andrea 1
  3. Ortega Sandoval, Virginia Narcisa 2
  4. Gonzálvez, Carolina 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

  2. 2 Universidad Central del Ecuador
    info

    Universidad Central del Ecuador

    Quito, Ecuador

    ROR https://ror.org/010n0x685

Journal:
International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

ISSN: 0214-9877

Year of publication: 2024

Issue Title: Viviendo la edad en positivo. El envejecimiento como riqueza del ser humano

Volume: 1

Issue: 1

Pages: 227-235

Type: Article

DOI: 10.17060/IJODAEP.2024.N1.V1.2658 DIALNET GOOGLE SCHOLAR lock_openOpen access editor

More publications in: International Journal of Developmental and Educational Psychology: INFAD. Revista de Psicología

Abstract

School refusal significantly impacts academic performance, school engagement, and emotional well-being. According toKearney and Silverman’s model (1990), it can be elucidated by four key conditions: I. Avoidance of school situations inducing negative emotions; II. Avoidance of social interactions or evaluations leading to distress; III. Seeking attention from significant figures; and IV. Pursuit of tangible rewards outside the school context. Given its association with internal emotional disorders, understanding its correlation with school-related anxiety is paramount, given its prevalence among children and adolescents. Hence, this study aims to investigate how scores on the second explanatory factor of school refusal interplay with school anxiety. A total of 1786 students (51% male), aged 15 to 18 years (Mage = 16.31; ST = 1.00), participated in the study. The Spanish versions of the School Refusal Assessment Scale-Revised (SRAS-R; Gonzálvez et al., 2016) and the School Anxiety Inventory (IAES; García-Fernández et al., 2011) were employed. Statistically significant disparities in school anxiety levels were observed between students with high and low scores on Factor II of the SRAS-R. These findings underscore the necessity of mitigating school anxiety to address attendance issues among younger adolescents and children.

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