scholarly journals School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children

2021 ◽  
Vol 11 (9) ◽  
pp. 524
Author(s):  
Miriam Martín ◽  
Carolina Gonzálvez ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Aitana Fernández-Sogorb ◽  
...  
Keyword(s):  
Personality Traits ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
School Attendance ◽  
Correlation Coefficients ◽  
School Refusal ◽  
School Refusal Behavior ◽  
Life Orientation Test ◽  
Tangible Reinforcement ◽  
The Relationship

The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (Mage = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed.

scholarly journals Classifying Students With School Refusal Behavior and Their Relationship to Learning Strategies

2021 ◽  
Vol 6 ◽  
Author(s):  
Mariola Giménez-Miralles ◽  
Carolina Gonzálvez ◽  
Ricardo Sanmartín ◽  
María Vicent ◽  
María del Pilar Aparicio-Flores ◽  
...  
Keyword(s):  
Learning Strategies ◽  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Study Strategies ◽  
School Refusal ◽  
School Refusal Behavior ◽  
Anxiety Management ◽  
Study Techniques ◽  
Learning And Study Strategies ◽  
The Relationship

Students with School Refusal Behaviour (SRB) are a diverse group, often associated with negative academic repercussions (e.g., low academic performance, learning difficulties or academic demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on low and high scores on the four functional conditions assessed by the School Refusal Assessment Scale-Revised (SRAS-R) and 2) to examine the relationship between SRB profiles and learning strategies. The SRAS-R and the Inventory of Learning and Study Strategies-High School version were administered to 1,261 students aged to 14 to 18 (M = 16.51; SD = 1.84). Four SRB profiles were obtained: SRB by positive reinforcement, Low SRB, SRB by negative reinforcement and Mixed SRB. School refusers belonging to the Mixed SRB and SRB by negative reinforcement profiles are characterised by low scores on learning strategies, except for the Anxiety dimension. The practical implications of these findings suggest that implementing study techniques and learning strategies programmes, in addition to courses on anxiety management and self-care will help students improve their learning paths and reduce anxiety-based school refusal.

scholarly journals School Refusal Behavior and Aggression in Spanish Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Miriam Martín ◽  
María Vicent ◽  
Ricardo Sanmartín
Keyword(s):  
Physical Aggression ◽  
School Attendance ◽  
Verbal Aggression ◽  
School Refusal ◽  
School Students ◽  
Predictive Capacity ◽  
School Refusal Behavior ◽  
Aggression Questionnaire ◽  
Mean Differences ◽  
Tangible Reinforcement

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13–17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

scholarly journals Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety

2020 ◽  
Vol 8 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Ángela Díaz-Herrero ◽  
Ricardo Sanmartín ◽  
María Vicent ◽  
Aitana Fernández-Sogorb ◽  
...  
Keyword(s):  
High School ◽  
Positive Reinforcement ◽  
Latent Profile Analysis ◽  
School Attendance ◽  
School Refusal ◽  
Situational Factors ◽  
School Refusal Behavior ◽  
School Anxiety ◽  
Small Effect Size ◽  
Behavior Profiles

Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.

scholarly journals Personality Correlates of Optimism among Couples

2016 ◽  
Vol 3 (4) ◽  
Author(s):  
Naseem Ahmad ◽  
Azmat Jahan ◽  
Nasheed Imtiaz
Keyword(s):  
Personality Traits ◽  
Intervention Programs ◽  
Test Results ◽  
Life Orientation Test ◽  
Life Orientation ◽  
Eysenck Personality Inventory ◽  
Personality Correlates ◽  
Significant Difference ◽  
The Relationship ◽  
Orientation Test

This study aimed to examine the relationship between optimism and personality traits (extraversion-introversion, emotional stability-neuroticism and psychoticism) among couples. The study sample consisted of 30 couples, N=60 (30 males and 30 females) with age ranging from 22 to 28 years were selected from the various places of Delhi NCR. For assessing personality traits, Eysenck Personality Inventory-Revised (EPI-R) by Hans Eysenck was employed and for assessing optimism, Life Orientation Test-Revised (LOT-R) developed by Scheier, Carver, and Bridges (1994) was used. Results of the present study were analysed using Pearson-r correlation and t test. Results of study revealed that:  there is a significant positive correlation between optimism and extraversion (personality traits), (r=.368) and no significant correlation between any other constructs of personality and optimism.  Also, there is no significant difference found between male and female on any of the personality traits (extraversion, (t=.912); neuroticism, (t=-.134); and psychoticism, (t=-.423).) and optimism, (t=1.548). The study has important implications for intervention programs.

Interventions for Positively Reinforced School Refusal Behavior

2018 ◽  
pp. 122-147
Author(s):  
Christopher A. Kearney
Keyword(s):  
Problem Solving ◽  
Positive Reinforcement ◽  
Contingency Management ◽  
School Refusal ◽  
School Refusal Behavior ◽  
Family Work ◽  
Family Based

This chapter covers contingency management and family-based practices for children refusing school for positive reinforcement outside of school. Detailed recommendations are made for instituting morning routines, attending to appropriate behaviors, providing incentives and disincentives as needed, and altering parent commands. In addition, family work can include agreements for problem-solving and enhanced communication, such as contracts, as well as work with parents to modify academic requirements in line with a particular youth’s attendance status and potential pathway toward graduation. Other recommendations include escorting youth to school, increasing supervision, helping a youth refuse offers to miss school, and implementing attendance journals, among others.

Introductory Information for Therapists

2018 ◽  
pp. 1-20
Author(s):  
Christopher A. Kearney ◽  
Anne Marie Albano
Keyword(s):  
Treatment Program ◽  
School Attendance ◽  
Functional Model ◽  
Evidence Base ◽  
School Refusal ◽  
Developmental Level ◽  
School Refusal Behavior ◽  
Age Appropriate ◽  
Primary Focus

Chapter 1 introduces the primary focus of this treatment program—problematic school absenteeism. The authors use the term “school refusal behavior” as an overarching construct to represent an inability to maintain age-appropriate functioning vis-à-vis school attendance and/or to adaptively cope with school-related stressors that contribute to nonattendance. School refusal behavior refers to school-aged youths (5–17 years). The treatment program is based on a functional model of school refusal behavior that classifies youths on the basis of what reinforces absenteeism. The procedures are generally cognitive-behavioral in nature. The interventions are sensitive to age and cognitive developmental level as well as key developmental milestones that children and adolescents must achieve. The development of this treatment program and its evidence base, benefits, and risks are presented.

scholarly journals Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept

2019 ◽  
Vol 16 (23) ◽  
pp. 4780 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Ángela Díaz-Herrero ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Antonio M. Pérez-Sánchez ◽  
...  
Keyword(s):  
Latent Class ◽  
School Attendance ◽  
Short Form ◽  
School Refusal ◽  
Self Concept ◽  
School Refusal Behavior ◽  
Physical Abilities ◽  
General School ◽  
New Variables ◽  
Behavior Profiles

Not all adolescents with school attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject school and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General school). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four school refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of school refusal in students with low self-concept are discussed.

scholarly journals Affective Profiles and Anxiety or Non-Anxiety-Related Reasons for School Refusal Behavior: Latent Profile Analysis in Spanish Adolescents

2021 ◽  
Vol 12 ◽  
Author(s):  
Carolina Gonzálvez ◽  
Ángela Díaz-Herrero ◽  
María Vicent ◽  
Ricardo Sanmartín ◽  
Aitana Fernández-Sogorb ◽  
...  
Keyword(s):  
Latent Profile Analysis ◽  
School Attendance ◽  
Profile Analysis ◽  
Short Form ◽  
School Refusal ◽  
The Self ◽  
Average Score ◽  
School Refusal Behavior ◽  
Two Factors ◽  
Latent Profile

Little has been studied on the relationship between affect and school problems related with attendance. This study aims to identify different affective profiles and to determine whether these profiles differ from each other based on the four functional conditions of school refusal behavior. Participants comprised 1,816 Spanish adolescents aged 15–18 years (M = 16.39; SD = 1.05). The Positive and Negative Affect Schedule for Children-Short Form and the School Refusal Assessment Scale-Revised for Children (SRAS-R-C) were administered. Latent profile analysis revealed five affective profiles: low affective profile, self-fulfilling profile, low positive affect profile, self-destructive profile, and high affective profile. The self-destructive profile revealed the highest average scores in the first three factors of the SRAS-R-C, whereas the high affective profile reached the highest average score in the fourth factor. On the contrary, the self-fulfilling profile obtained the lowest average scores in the first two factors of the SRAS-R-C, whereas the low affective profile revealed the lowest average scores in the last two factors. Findings suggest the relevance of developing more adaptative affective profiles, such as the self-fulfilling profile, which would contribute to diminishing school attendance problems.

scholarly journals The Relationship Between Antecedent And Consequence Factors With Safety Behaviour In PT.X

2017 ◽  
Vol 1 (2) ◽  
pp. 50 ◽  
Author(s):  
Apris Fitriani ◽  
Erwin Dyah Nawawiwetu
Keyword(s):  
Positive Reinforcement ◽  
Negative Reinforcement ◽  
Strong Association ◽  
Cross Sectional ◽  
Descriptive Research ◽  
Contingency Coefficient ◽  
Level Of Knowledge ◽  
Problem Frequency ◽  
The Relationship ◽  
Safety Behaviour

Background : Safety behaviour is an act worker to minimize the possibility of accidents in workplace. Based on the Antecedents-Behaviour-Consequence (ABC) theory, safety behaviour of worker related with the antecedent and consequence factors. Purpose : The purpose of this research was to study the association between antecedent and consequence factors with safety behaviour of workers in Ring Frame Unit Spinning II PT. X. Methods : This was an observational descriptive research with cross sectional approach. Sample size was the total population 24 workers. The variables studied were level of knowledge, motivation, perception, private problem, OSH regulation, availability of safety facilities, frequency of OSH training, controlling, positive reinforcement (reward), and negative reinforcement (punishment). The strength of relationship between variables dependent and independent were analyzed by using Contingency Coefficient (C). Results : The results showed that there were strong association between motivation, private problem, frequency of OSH training, positive reinforcement (reward), and negative reinforcement (punishment) with safety behaviour (C = 0.622, C = 0.508, C = 0.702, C = 0.669, dan C = 0.707, respectively). There were very strong association between knowledge, perception, OSH regulation, and controlling with safety behaviour (C = 0.763, C = 0.797, C = 0.768, dan C = 0.797, respectively). Conclusion : the higher the knowledge and motivation to work safely the higher the safety behaviour of the workers would be. Workers who have not personal problem, have already participated in OSH training, feeling supervised and given reward and punishment applied higher safety behaviour.

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