School Refusal Behavior Profiles, Optimism/Pessimism, and Personality Traits in Spanish Children
Bibliographic Data
| ID | 22046617 |
|---|---|
| Authors | Miriam Martin (University of Alicante), Carolina Gonzálvez (0000-0002-7810-9044, University of Alicante), María Vicent-Juan (0000-0002-6254-4770, University of Alicante, corresponding author), Ricardo Sanmartin (0000-0003-1195-358X, University of Alicante), AITANA FERNÁNDEZ-SOGORB (0000-0003-2709-1099, University of Alicante), José Manuel García-Fernández (0000-0002-4760-064X, University of Alicante) |
| Year | 2021 |
| Volume | 11 |
| Issue | 9 |
| Pages | 524 |
| Publication date | 2021-09-08 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci11090524 |
| OpenAlex | W3197943782 |
| Language | EN |
| Citations received | 1 |
| References cited | 31 |
The relationship between school refusal behavior (SRB) profiles and personality traits has received little attention from investigators. Identifying the profiles of students with school attendance problems may improve the understanding of the characteristics defining these students. The aim of this study was to identify different SRB profiles and analyze the relationship between these profiles, and optimism/pessimism and personality traits. The School Refusal Assessment Scale-Revised, the Youth Life Orientation Test, and the Big Five Questionnaire were administrated to 739 Spanish students aged 8–11 (Mage = 9.92; SD = 1.12). Pearson’s correlation coefficients revealed a significant association between personality dimensions and SRB. Three distinct profiles were identified: (1) SRB by negative reinforcement (high scores on avoiding school-related stimuli provoking negative affectivity), (2) SRB by positive reinforcement (high scores on pursuing positive tangible reinforcement outside of school), and (3) Low SRB. The SRB profile by positive reinforcement scored higher on Extraversion, Agreeableness, Conscientiousness, Openness, and Optimism, whereas the SRB profile by negative reinforcement scored higher on Neuroticism and Pessimism. More statically significant differences were found between the negative and positive reinforcement profiles. The role of negative personality traits and pessimism as risk factors for students who are truant or refuse to attend school are discussed
Agreeableness · Big Five personality traits · Conscientiousness · Developmental psychology · Extraversion and introversion · Neuroticism · Openness to experience · Optimism · Personality · Pessimism · Reinforcement · Child and Adolescent Psychosocial and Emotional Development · Clinical Psychology · Early Childhood Education and Development · Psychology · Social Psychology · Youth Substance Use and School Attendance
The “big five questionnaire”
A Multidimensional, Multi-tiered System of Supports Model to Promote School Attendance and Address School Absenteeism
Differentiation Between School Attendance Problems
Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety
Social support and student outcomes
Subtyping of Adolescents with School Refusal Behavior
The relation between students’ justice experiences and their school refusal behavior
School climate and student-based contextual learning factors as predictors of school absenteeism severity at multiple levels via CHAID analysis
Personality traits, forgone health care and high school dropout
A meta-analysis of the five-factor model of personality and academic performance
| Unique citing works | 1 |
|---|---|
| Citations per year | 0,33 |
| Citation span | 2023 - 2023 (1) |
| Citation velocity | historical |
| Highly cited | No |
| Citation types | Neutral: 1 |