Comprendiendo el comportamiento de rechazo escolar en la adolescencia: perfiles de riesgo y estilo atribucional ante los resultados académicos

IF 3.8 1区心理学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Revista De Psicodidactica Pub Date : 2023-01-01 DOI:10.1016/j.psicod.2022.11.001

Aitana Fernández-Sogorb , Carolina Gonzálvez , Margarita Pino-Juste

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Abstract

Adolescents who show a tendency to refuse school could also be experiencing poor motivation towards learning. The present work aimed to identify profiles of adolescents with school refusal behavior (SRB) and to examine whether these possible groups differed in academic self-attributions. Participants were 1183 Spanish students (53.7% girls) from 14 to 17 years old (M = 15.58, SD = 1.08). They answered to the Spanish versions of the School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS). Four SRB profiles were found by the Latent Profile Analysis technique: non-SRB, moderately high SRB, anxious SRB, and high SRB. Statistically significant differences were identified among the four groups in all the academic self-attributions examined. The anxious and high SRB profiles showed a greater tendency to attribute their academic failures to ability, while they tended to attribute their successes less to internal causes. Intervention strategies are suggested to attend these risk SRB profiles.

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了解青少年的拒绝行为：风险概况和对学业成绩的归因方式

表现出拒绝上学倾向的青少年也可能经历学习动力不足的情况。本研究旨在确定青少年拒绝上学行为（SRB）的特征，并检验这些可能的群体在学业自我归因方面是否存在差异。参与者是1183名14至17岁的西班牙学生（53.7%为女孩）（M=15.58，SD=1.08）。他们回答了西班牙语版的学校拒绝评估量表修订版（SRAS-R）和悉尼归因量表（SAS）。通过潜在特征分析技术发现了四种SRB特征：非SRB、中度高SRB、焦虑性SRB和高SRB。在所有被调查的学术自我归因中，四组之间存在统计学上的显著差异。焦虑和高SRB的人更倾向于将他们的学业失败归因于能力，而他们倾向于将自己的成功较少归因于内在原因。建议采取干预策略来参与这些风险SRB简介。

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