When School Walls Meet Emotional Hurdles: A Cross-Sectional Study on Alexithymia and School Refusal in High Schools.

Q2 Social Sciences
Continuity in Education Pub Date : 2025-08-01 eCollection Date: 2025-01-01 DOI:10.5334/cie.169
Mohammad Jahanaray, Ali Jahanaray, Atena Pasha
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Abstract

Alexithymia, the difficulty in recognizing and expressing emotions, can create significant challenges for students, contributing to anxiety and stress that predict school-refusal behaviors. This study explored how alexithymia and school refusal behaviors impact high school students' academic performance (grade point average; GPA), considering how gender, school type, and academic major play a role. Utilizing snowball sampling, 265 students with a mean age of 16.41(SD = 1.7) participated in the study online, completing the Perth Alexithymia Questionnaire (PAQ) and the School Refusal Assessment Scale-Revised (SRAS-R). Through statistical analyses, including path analysis, quasi-Bayesian mediation, and Hayes moderation, we found that alexithymia and GPA were associated. Also, school refusal behaviors, like avoiding social interactions or seeking tangible rewards, did not mediate this relationship but school refusal due to avoiding negative emotions positively predicted GPA. Students in STEM (science, technology, engineering, math) fields, known for their rigorous and less emotive curricula, showed higher levels of alexithymia. In contrast, public school students were more likely to skip school for external rewards. Female students had lower alexithymia scores and higher GPAs than males. Path analysis, in turn, revealed that studying in gifted school and F2 (escaping evaluative situations) showed the largest effect sizes. School refusal findings highlight the importance of tailored interventions: public schools' high F4 needs mentorship, peer support, and extracurriculars to counter socioeconomic refusal drivers. Also, embedding emotional literacy workshops into the curriculum, offering flexible attendance options, and fostering supportive environments with peer mentoring or teacher check-ins can counteract emotional isolation and distress, proactively addressing alexithymia's roots and refusal triggers before they escalate.

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当学校围墙遇到情感障碍:高中述情障碍和学校拒绝的横断面研究。
述情障碍,即识别和表达情绪的困难,会给学生带来重大挑战,导致焦虑和压力,预示着拒绝入学的行为。摘要本研究探讨述情障碍和拒绝学校行为对高中生学业表现(平均绩点;GPA),考虑性别、学校类型和专业的影响。采用滚雪球抽样的方法,265名平均年龄为16.41岁(SD = 1.7)的学生在线参与了研究,完成了珀斯述情障碍问卷(PAQ)和学校拒绝评估量表-修订(SRAS-R)。通过通径分析、拟贝叶斯中介和Hayes调节等统计分析,我们发现述情障碍与GPA存在相关性。此外,拒绝学校的行为,如避免社交互动或寻求有形奖励,并没有调解这种关系,但由于避免负面情绪而拒绝学校对GPA有积极的预测作用。STEM(科学、技术、工程、数学)领域的学生表现出更高的述情障碍水平,这些领域以严格和较少情绪化的课程而闻名。相比之下,公立学校的学生更有可能为了外部奖励而逃学。女学生述情障碍得分低于男学生,而gpa高于男学生。通径分析显示,在资优学校和F2(逃避评估情境)学习显示出最大的效应值。拒学调查结果强调了量身定制的干预措施的重要性:公立学校的高F4需要指导、同伴支持和课外活动来对抗社会经济拒学驱动因素。此外,将情感素养研讨会纳入课程,提供灵活的出勤选择,并通过同伴指导或教师签到营造支持性环境,可以抵消情感孤立和痛苦,在述情障碍升级之前主动解决其根源和拒绝诱因。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Continuity in Education
Continuity in Education Social Sciences-Education
CiteScore
2.80
自引率
0.00%
发文量
4
审稿时长
22 weeks
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