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Identifying the Function of School Refusal Behavior: A Revision of the School Refusal Assessment Scale
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Researchers have demonstrated across numerous studies that functions of school refusal behavior relate to different patterns of depression, anticipatory and school-based performance anxiety, stress, positive/negative affect, sleep problems, and social functioning.
“Researchers have demonstrated across numerous studies that functions of school refusal behavior relate to different patterns of depression, anticipatory and school-based performance anxiety, stress, positive/negative affect, sleep problems, and social functioning (e.g., Kearney, 2002; Richards and Hadwin, 2011; Hochadel et al., 2014; Fernández-Sogorb et al., 2018; Gonzálvez et al., 2018; Sanmartín”
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 Kearney, 2002
So far, only measures have been developed to assess child factors among youth with specific types of school absenteeism, such as school refusal behavior and truancy.
“So far, only measures have been developed to assess child factors among youth with specific types of school absenteeism, such as school refusal behavior (Kearney 2002; Kearney and Silverman 1993) and truancy (Kim and Barthelemy 2010).”
From Risk Factors for School Absenteeism and Dropout: A Meta-Analytic Review (2019) · cites this paper as Kearney 2002
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“So far, only measures have been developed to assess child factors among youth with specific types of school absenteeism, such as school refusal behavior (Kearney 2002; Kearney and Silverman 1993) and truancy (Kim and Barthelemy 2010).”
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“Revised and enlarged in 2002 (Kearney, 2002), in part to improve its psychometric properties, the measure includes both child and parent versions that enable the assessor to develop hypotheses about factors underpinning the refusal.”
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“…of depression, anticipatory and schoolbased performance anxiety, stress, positive/negative affect, sleep problems, and social functioning (e.g., Kearney, 2002; Richards and Hadwin, 2011; Hochadel et al., 2014; Fernández-Sogorb et al., 2018; Gonzálvez et al., 2018; Sanmartín et al., 2018;…”
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Metadata
- Authors
- Kearney, C. A.
- Affiliations
- University of Nevada, Las Vegas (US)
- Corresponding author
- Kearney, Christopher A.
- Venue
- Journal of Psychopathology and Behavioral Assessment
- Published
- 2002-12
- Volume
- 24
- Issue
- 4
- Pages
- 235-245
- ISSN
- 0164-0305 (ISSN-L)
- 0882-2689
- 1573-3505
- OpenAlex
- W67904486
- Cited by
- 224
- References
- 28
- Citations by year
- 2026: 22 · 2025: 16 · 2024: 14 · 2023: 10 · 2022: 8 · 2021: 11 · 2020: 21 · 2019: 19 · 2018: 25 · 2017: 8 · 2016: 13 · 2015: 5 · 2014: 4 · 2013: 6 · 2012: 5
- FWCI
- 21.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Journal of Psychopathology and Behavioral Assessment (publishedVersion)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Social Sciences › Psychology › Clinical Psychology › Child and Adolescent Psychosocial and Emotional Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes
- Keywords
- school refusal, psychometric properties, test-retest reliability, inter-rater reliability, construct validity, concurrent validity, children, parents and teachers
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