Relationship between school refusal behavior and social functioning: a cluster analysis approach
Open accessAbstract
On the basis of the heterogeneous casuistry that characterizes the students who refuse going to school, it is useful to have a classification of this population in homogeneous groups. For this, the aim of this study was, first, to identify by cluster analysis the profiles of school refusal behavior based on the functional model evaluated through the School Refusal Assessment Scale-Revised (SRAS-S). Secondly, it is intended to analyze if there are differences in social functioning scores according to the school refusal profiles identified. This study involved 1212 Spanish children between 8 and 11 years old (M=9.12, SD=1.05) who completed the SRAS-R to evaluate the school refusal behavior and the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) to assess social functioning. Four profiles were identified: Non-school refusers, School refusers by mixed reinforcements, School refusers by tangible reinforcements and School refusers by negative reinforcements. The profile of Non-school refusers achieved the highest average scores in social functioning, while School refusers by mixed reinforcements group obtained the lowest average scores in social functioning. In general, the profiles found support the clusters identified in previous studies. The implications of social functioning on school refusal behavior are discussed.
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Kearney and colleagues developed various aspects of a functional model of school attendance problems designed to apply particularly to school refusal behavior (i.e., child-initiated school attendance problems).
“Kearney and colleagues (e.g., Kearney and Silverman, 1996; Kearney and Graczyk, 2014; Gonzalvez et al., 2019) developed various aspects of a functional model of school attendance problems designed to apply particularly to school refusal behavior (i.e., child-initiated school attendance problems).”
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 Gonzalvez et al., 2019
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- Authors
- Gonzálvez, C., Inglés, C. J., Kearney, C. A., Sanmartín, R., Vicent, M., & García-Fernández, J. M.
- Affiliations
- University of Alicante (ES)
- Universitat de Miguel Hernández d'Elx (ES)
- University of Nevada, Las Vegas (US)
- ORCID
- Venue
- European Journal of Education and Psychology
- Publisher
- Universidad Autonoma de Chile
- Published
- 2019-04-17
- Volume
- 12
- Issue
- 1
- Pages
- 17-29
- ISSN
- 1888-8992 (ISSN-L)
- 1989-2209
- OpenAlex
- W2936092044
- Cited by
- 49
- References
- 37
- Citations by year
- 2026: 11 · 2025: 3 · 2024: 10 · 2023: 6 · 2022: 3 · 2021: 5 · 2020: 6 · 2019: 5
- FWCI
- 12.82
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- European Journal of Education and Psychology (publishedVersion, cc-by-nc-nd)
- Digital Scholarship - UNLV (University of Nevada Reno) (submittedVersion, cc-by)
- Dialnet (Universidad de la Rioja) (submittedVersion)
- LA Referencia (Red Federada de Repositorios Institucionales de Publicaciones Científicas) (submittedVersion)
- Redalyc (Universidad Autónoma del Estado de México) (submittedVersion)
- RUA, Repositorio Institucional de la Universidad de Alicante (Universidad de Alicante) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Education › Youth Substance Use and School Attendance
- Health Sciences › Health Professions › Speech and Hearing › School Health and Nursing Education
- Social Sciences › Psychology › Social Psychology › Bullying, Victimization, and Aggression
- Keywords
- school refusal, social functioning, children, adolescents
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