Assessing School Refusal: Arabic Adaptation and Psychometric Properties of the School Refusal Evaluation (SCREEN) from Adolescents in Algeria

IF 2.5 3区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

School Mental Health Pub Date : 2024-02-21 DOI:10.1007/s12310-024-09636-y

Nedjem Eddine Boudouda, Malika Elafri, Amira Hamel, Fadila Nabti, Kamel Gana

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引用次数: 0

Abstract

In this article, we present an Arabic adaptation and validation of the School Refusal Evaluation (SCREEN). This measure aims to understanding the strong negative emotions and anxiety of the adolescent toward school. For this purpose, two studies (i.e., validation and cross-validation) with a student sample in middle schools (age range 12–16) using two independent community samples (N = 658; N = 485) were designed to provide evidence based on internal structure, internal consistency reliability and evidence-based on relationship with conceptually related constructs. Confirmatory factor analyses did not confirm a four-factor but a three-factor latent structure of the SCREEN. The SCREEN scores demonstrated good reliability and were significantly and positively related to Child Anxiety Related Emotional Disorders and Generalized Anxiety Disorder. In conclusion, the results of this study provide validity evidence for the SCREEN as a measure of school refusal and thus could be utilized in research and clinical settings.

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评估拒学行为：阿尔及利亚青少年拒学评估（SCREEN）的阿拉伯语改编和心理计量特性

本文介绍了阿拉伯语 "学校拒绝评估"（SCREEN）的改编和验证。该测量方法旨在了解青少年对学校的强烈负面情绪和焦虑。为此，我们设计了两项研究（即验证和交叉验证），使用两个独立的社区样本（样本数=658；样本数=485）对初中学生样本（年龄范围为 12-16 岁）进行了验证，以提供基于内部结构、内部一致性可靠性以及与概念相关建构关系的证据。确认性因素分析并未证实 SCREEN 的潜在结构为四因素，而是三因素。SCREEN 分数显示出良好的可靠性，并与儿童焦虑相关情绪障碍和广泛性焦虑障碍有显著的正相关。总之，本研究的结果为将 SCREEN 作为一种学校拒绝测量方法提供了有效性证据，因此可用于研究和临床环境中。

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来源期刊

School Mental Health Multiple-

CiteScore

4.30

自引率

7.70%

发文量

期刊介绍： School Mental Health: A Multidisciplinary Research and Practice Journal is a forum for the latest research related to prevention, treatment, and assessment practices that are associated with the pre-K to 12th-grade education system and focuses on children and adolescents with emotional and behavioral disorders. The journal publishes empirical studies, quantitative and qualitative research, and systematic and scoping review articles from authors representing the many disciplines that are involved in school mental health, including child and school psychology, education, pediatrics, child and adolescent psychiatry, developmental psychology, school counseling, social work and nursing. Sample topics include: · Innovative school-based treatment practices· Consultation and professional development procedures· Dissemination and implementation science targeting schools· Educational techniques for children with emotional and behavioral disorders· Schoolwide prevention programs· Medication effects on school behavior and achievement· Assessment practices· Special education services· Developmental implications affecting learning and behavior· Racial, ethnic, and cultural issues· School policy· Role of families in school mental health· Prediction of impairment and resilience· Moderators and mediators of response to treatment