School refusal and anxiety among children and adolescents: A systematic scoping review.

IF 3.4 3区心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL

New Directions for Child and Adolescent Development Pub Date : 2022-11-01 Epub Date: 2022-09-25 DOI:10.1002/cad.20484

Işıl Tekin, Selami Aydın

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引用次数: 2

Abstract

School refusal and anxiety are considerable problems among children and adolescents. While numerous studies were published, no review on the issue has been conducted to holistically reveal the current research results. This study uses a systematic scoping review design and aims to synthesize the results of the current studies on seeking an answer to the relationship between school refusal and anxiety to make recommendations for teachers, school counselors and administrators, and educational researchers for further research. Included studies were designed as qualitative, experimental, correlational, descriptive, or mixed-method, while studies designed as a thematic review, systematic review, and meta-analysis were excluded. The study identified 30 research articles that met the inclusion criteria within this scope. Results showed that anxiety is a prevalent factor associated with school refusal, whereas school refusal is directly and closely related to state and trait anxiety, social anxiety, school anxiety, and separation anxiety. Another finding was that school punishment, bad family functioning, parental depression, and parental anxiety are strong predictors of school refusal.

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儿童和青少年的拒学和焦虑:一个系统的范围审查。

拒绝入学和焦虑是儿童和青少年中相当严重的问题。虽然发表了大量的研究，但尚未对该问题进行综述，以全面揭示当前的研究结果。本研究采用系统的范围检视设计，旨在综合现有研究结果，寻求拒绝入学与焦虑之间关系的答案，为教师、学校辅导员和管理者以及教育研究者提供进一步研究的建议。纳入的研究被设计为定性、实验、相关、描述性或混合方法，而设计为主题评价、系统评价和荟萃分析的研究被排除在外。该研究确定了30篇符合该范围纳入标准的研究文章。结果表明，焦虑是与拒绝学业相关的主要因素，而拒绝学业与状态焦虑、特质焦虑、社交焦虑、学校焦虑和分离焦虑有直接密切的关系。另一项发现是，学校惩罚、不良的家庭功能、父母抑郁和父母焦虑是拒绝上学的有力预测因素。

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

New Directions for Child and Adolescent Development PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

7.70

自引率

3.60%

发文量

期刊介绍： The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.