Towards a comprehensive assessment of school absenteeism: development and initial validation of the inventory of school attendance problems
Abstract
School attendance problems (SAPs) become manifest in many ways and are associated with multiple risk factors, calling for comprehensive assessment methods. This study documents the development of the inventory of school attendance problems (ISAP), which assesses both the quality and the function of a broad spectrum of SAPs by first asking students with SAPs to rate the intensity of symptoms prior to or at school and then to rate their impact on school attendance. An empirically generated pool of 124 items was analyzed (explorative factor analysis) using a clinical sample of N = 245 students with SAPs (53.5% male; M age: 14.4). The Youth Self Report (YSR), a German version of the School Refusal Assessment Scale (SRAS), and the extent of school absenteeism were used to determine construct validity. The resulting 48 items loaded on 13 factors. The 13 scales assess internalizing and externalizing symptoms (Depression, Social Anxiety, Performance Anxiety, Agoraphobia/Panic, Separation Anxiety, Somatic Complaints, Aggression, School Aversion/Attractive Alternatives) as well as emotional distress due to problems in the school or family context (Problems with Teachers, Dislike of the Specific School, Problems with Peers, Problems Within the Family, Problems with Parents). All scales showed good internal consistencies. Their correlations with the YSR and the SRAS indicated convergent and discriminant validity. Positive associations between most of the scales and the extent of school absenteeism were obtained. Although preliminary, these results support the usefulness of the ISAP for a comprehensive assessment of SAPs in clinical settings.
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The spectrum allows for peri-attendance phenomena that are often fluid and change for a particular child over a certain time period.
“The spectrum allows for peri-attendance phenomena that are often fluid and change for a particular child over a certain time period (Chu et al., 2019; Kearney, 2019; Knollmann et al., 2019).”
From Reconciling Contemporary Approaches to School Attendance and School Absenteeism: Toward Promotion and Nimble Response, Global Policy Review and Implementation, and Future Adaptability (Part 1) (2019) · cites this paper as Knollmann et al., 2019
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- Authors
- Knollmann, M., Reissner, V., & Hebebrand, J.
- Affiliations
- Essen University Hospital (DE)
- Corresponding author
- Knollmann, Martin
- Venue
- European Child & Adolescent Psychiatry
- Published
- 2018-07-24
- Volume
- 28
- Issue
- 3
- Pages
- 399-414
- ISSN
- 1018-8827 (ISSN-L)
- 1435-165X
- OpenAlex
- W2884476271
- Cited by
- 66
- References
- 41
- Citations by year
- 2026: 8 · 2025: 14 · 2024: 10 · 2023: 7 · 2022: 6 · 2021: 10 · 2020: 6 · 2019: 3 · 2018: 2
- FWCI
- 17.02
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- www.springer.com/tdm (tdm)
- Locations
- European Child & Adolescent Psychiatry (publishedVersion)
- PubMed (publishedVersion)
- Funders
- Universität Duisburg-Essen
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Keywords
- school absenteeism, school attendance problems, psychometric development, construct validity, internalizing problems, externalizing problems, school refusal, family problems, peer problems, teacher challenges
- MeSH terms
- Absenteeism, Adolescent, Female, Humans, Male, Schools, Social Problems, Students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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