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

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

ISSN: 0214-9877

Argitalpen urtea: 2024

Zenbakien izenburua: Viviendo la edad en positivo. El envejecimiento como riqueza del ser humano

Alea: 1

Zenbakia: 1

Orrialdeak: 227-235

Mota: Artikulua

DOI: 10.17060/IJODAEP.2024.N1.V1.2658 DIALNET GOOGLE SCHOLAR lock_openSarbide irekia editor

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

Laburpena

El rechazo escolar acarrea serias implicaciones para el rendimiento académico, la relación con la escuela y el bienestar emocional. Según el modelo propuesto por Kearney y Silverman (1990), se pueden identificar cuatro condiciones que lo explican: I. Evitar situaciones escolares que causan emociones negativas; II. Evitar interacciones sociales o evaluaciones que generan malestar; III. Buscar atención de figuras importantes; y IV. Obtener gratificaciones fuera del entorno escolar. Dada su asociación con trastornos emocionales internos, comprender su relación con la ansiedad escolar es crucial, ya que este es un problema significativo en niños y adolescentes. Por tanto, este estudio busca analizar cómo las puntuaciones en el segundo factor explicativo del rechazo escolar se relacionan con la ansiedad escolar. Participaron 1786 estudiantes (51% hombres) de entre 15 y 18 años (Medad= 16.31; DT = 1.00). Se utilizaron la versión española de la Escala de Evaluación del Rechazo Escolar-Revisada (SRAS-R; Gonzálvez et al., 2016) y el Inventario de Ansiedad Escolar (IAES; García-Fernández et al., 2011). Se encontraron diferencias estadísticamente significativas en los niveles de ansiedad escolar entre estudiantes con altas y bajas puntuaciones en el Factor II del SRAS-R. Estos resultados resaltan la importancia de reducir la ansiedad escolar para prevenir problemas de asistencia en adolescentes y niños más jóvenes.

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