Classifying Students With School Refusal Behavior and Their Relationship to Learning Strategies
| Autor: | José Manuel García-Fernández, Carolina Gonzálvez, María Vicent, Ricardo Sanmartín, María Pilar Aparicio-Flores, Mariola Giménez-Miralles |
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| Přispěvatelé: | Universidad de Alicante. Departamento de Psicología Evolutiva y Didáctica, Universidad de Alicante. Departamento de Didáctica General y Didácticas Específicas, Investigación en Inteligencias, Competencia Social y Educación (SOCEDU), Música, Artes Escénicas, Patrimonio y Educación Musical (MAPEM) |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
School refusal behavior
SRAS-R Education (General) Didáctica de la Expresión Plástica Education Developmental psychology Learning strategies Adolescence Psicología Evolutiva y de la Educación Didáctica y Organización Escolar medicine School refusal school refusal behavior Anxiety LASSI-HS adolescence medicine.symptom learning strategies L7-991 Reinforcement Psychology Practical implications |
| Zdroj: | RUA. Repositorio Institucional de la Universidad de Alicante Universidad de Alicante (UA) Frontiers in Education, Vol 6 (2021) |
| Popis: | 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. This research was funded by the Ministry of Science, Innovation and Universities and Fondos FEDER with the grant number RTI 2018-098197-B-I00 awarded to JG-F and the Project GV/2019/075 awarded to CG. |
| Databáze: | OpenAIRE |
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