Comprender el comportamiento de rechazo escolar en la adolescenciaperfiles de riesgo y estilo atribucional ante los resultados académicos

Referencias bibliográficas

• Araújo, A. M., Gomes, C. M. A., Almeida, L. S., y Nú ̃nez, J. C. (2019). A latent profile analysis of first-year university students’ academic expectations. Anales de Psicología/Annals of Psychology, 35(1), 58–67. https://doi.org/10.6018/analesps.35.1.299351
• Barros, A., y Simão, A. M. V. (2018). Attributions to academic achievements in the transition to higher education. Current Psychology, 37(1), 216–224. https://doi.org/10.1007/s12144-016-9505-4
• Cho, E., y Kim, S. (2015). Cronbach’s coefficient alpha: Well known but poorly understood. Organizational Research Methods, 18, 207–230. https://doi.org/10.1177/1094428114555994
• Choe, D. (2021). Longitudinal relationships amongst child neglect, social relationships, and school dropout risk for culturally and linguistically diverse adolescents. Child Abuse & Neglect, 112, 104891. https://doi.org/10.1016/j.chiabu.2020.104891
• Cohen, J. (1988). Statistical power analysis for the behavioral sciences. Erlbaum.
• Delgado, B., Martínez-Monteagudo, M. C., Ruiz-Esteban, C., y Rubio, E. (2019). Latent class analysis of school refusal behavior and its relationship with cyberbullying during adolescence. Frontiers in Psychology, 10, 1916. https://doi.org/10.3389/fpsyg.2019.01916
• Erhun, W. O., Jegede, A. O., y Ojelabi, J. A. (2022). Implications of failure on students who have repeated a class in a faculty of pharmacy. Currents in Pharmacy Teaching and Learning, 14(2), 166–172. https://doi.org/10.1016/j.cptl.2021.11.022
• Fernández-Sogorb, A., Inglés, C. J., Sanmartín, R., Gonzálvez, C., Vicent, M., y García-Fernández, J. M. (2018). Validation of the Visual Analogue Scale for Anxiety-Revised and school refusal across anxiety profiles. International Journal of Clinical and Health Psychology, 18(3), 264–272. https://doi.org/10.1016/j.ijchp.2018.07.002
• Fernández-Sogorb, A., Lagos-San Martín, N. G., Sanmartín, R., y Vicent, M. (2021). Child anxiety profiles in Chilean elementary school students and academic self-Attributions in mathematics. SAGE Open, 11(4), 1–11. https://doi.org/10.1177/21582440211061396
• Fernández-Sogorb, A., Sanmartín, R., Vicent, M., Gonzálvez, C., Ruiz-Esteban, C., y García-Fernández, J. M. (2022). School anxiety profiles in Spanish adolescents and their differences in psychopathological symptoms. Plos One, 17(1), e0262280. https://doi.org/10.1371/journal.pone.0262280
• Fernández-Sogorb, A., Vicent, M., Gonzálvez, C., Sanmartín, R., Pérez-Sánchez, A. M., y García-Fernández, J. M. (2020). Attributional style in mathematics across anxiety profiles in Spanish children. Sustainability, 12(3), 1173. https://doi.org/10.3390/su12031173
• Filippello, P., Buzzai, C., Costa, S., y Sorrenti, L. (2019). School refusal and absenteeism: Perception of teacher behaviors, psychological basic needs, and academic achievement. Frontiers in Psychology, 10, 1471. https://doi.org/10.3389/fpsyg.2019.01471
• Gan, Y., y Guo, J. (2022). Typological classification of adolescents who drop out of school in rural China: evidence from Hainan province. Journal of Child and Family Studies, 1–12. https://doi.org/10.1007/s10826-022-02245-w
• García-Fernández, J. M., Inglés, C. J., Gonzálvez, C., Vicent, M., Delgado, B., y Gómez-Núñez, M. I. (2016). Revisión bibliométrica del rechazo escolar: perspectivas de investigación y su análisis. Educatio Siglo XXI, 34(1), 71–92. https://doi.org/10.6018/j/252541
• Gil, A. J., Antelm-Lanzat, A. M., Cacheiro-González, M. L., y Pérez-Navío, E. (2019). School dropout factors: A teacher and school manager perspective. Educational Studies, 45(6), 756–770. https://doi.org/10.1080/03055698.2018.1516632
• Giménez-Miralles, M., Gonzálvez, C., y Aparicio-Flores, M. P. (2021). Estilo atribucional en lengua y rechazo escolar en ni ̃nos espa ̃noles. International Journal of Developmental and Educational Psychology, 2(2), 299–307.
• Giménez-Miralles, M., Gonzálvez, C., Sanmartín, R., Vicent, M., Aparicio-Flores, M. P., y García-Fernández, J. M. (2021). Classifying students with school refusal behavior and their relationship to learning strategies. Frontiers in Education, 6, 752199. https://doi.org/10.3389/feduc.2021.752199
• González-Pumariega, S., Núñez, J. C., y González-Pienda, J. A. (1996). Atribuciones causales en alumnos con y sin dificultades de aprendizaje. Magister, 14, 217–244.
• Gonzálvez, C., Díaz-Herrero, Á., Sanmartín, R., Vicent, M., Fernández-Sogorb, A., y García-Fernández, J. M. (2020). Testing the functional profiles of school refusal behavior and clarifying their relationship with school anxiety. Frontiers in Public Health, 8, 598915. https://doi.org/10.3389/fpubh.2020.598915
• Gonzálvez, C., Díaz-Herrero, Á., Sanmartín, R., Vicent, M., Pérez-Sánchez, A. M., y García-Fernández, J. M. (2019). Identifying risk profiles of school refusal behavior: Differences in social anxiety and family functioning among Spanish adolescents. International Journal of Environmental Research and Public Health, 16(19), 3731. https://doi.org/10.3390/ijerph16193731
• Gonzálvez, C., Díaz-Herrero, Á., Vicent, M., Sanmartín, R., Pérez-Sánchez, A. M., y García-Fernández, J. M. (2019). Subtyping of adolescents with school refusal behavior: exploring differences across profiles in self-concept. International Journal of Environmental Research and Public Health, 16(23), 4780. https://doi.org/10.3390/ijerph16234780
• Gonzálvez, C., Díaz-Herrero, Á., Vicent, M., Sanmartín, R., Pérez-Sánchez, A. M., y García-Fernández, J. M. (2020). School refusal behavior: Latent class analysis approach and its relationship with psychopathological symptoms. Current Psychology, 1–11. https://doi.org/10.1007/s12144-020-00711-6
• Gonzálvez, C., Giménez-Miralles, M., Vicent, M., Sanmartín, R., Quiles, M. J., y García-Fernández, J. M. (2021). School refusal behaviour profiles and academic self-attributions in language and literature. Sustainability, 13(13), 7512. https://doi.org/10.3390/su13137512
• Gonzálvez, C., Inglés, C. J., Fernández-Sogorb, A., Sanmartín, R., Vicent, M., y García-Fernández, J. M. (2020). Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety. Educational Psychology, 40(6), 767–780. https://doi.org/10.1080/01443410.2018.1530734
• Gonzálvez, C., Inglés, C. J., Kearney, C. A., Vicent, M., Sanmartín, R., y García-Fernández, J. M. (2016). School Refusal Assessment Scale-Revised: Factorial invariance and latent means differences across gender and age in Spanish children. Frontiers in Psychology, 7, 2011. https://doi.org/10.3389/fpsyg.2016.
• Gonzálvez, C., Inglés, C. J., Sanmartín, R., Vicent, M., Fernández-Sogorb, A., y García-Fernández, J. M. (2018). A cluster analysis of school refusal behavior: Identification of profiles and risk for school anxiety. International Journal of Educational Research, 90, 43–49. https://doi.org/10.1016/j.ijer.2018.05.006
• Gonzálvez, C., Inglés, C. J., Vicent, M., Calderón-Guevara, C. M., Martín, L. S., San-martín, R., y García-Fernández, J. M. (2020). School refusal behavior profiles: Identification and comparison between Ecuadorian and Chilean adolescent. Interdisciplinaria, 37(1), 1–25. https://doi.org/10.16888/interd.2020.37.1.12
• Gonzálvez, C., Kearney, C. A., Jiménez-Ayala, C. E., Sanmartín, R., Vicent, M., Inglés, C. J., y García-Fernández, J. M. (2018). Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress. Psychiatry Research, 269, 140–144. https://doi.org/10.1016/j.psychres.2018.08.069
• Gonzálvez, C., Sanmartín, R., Vicent, M., Inglés, C. J., Aparicio-Flores, M. P., y García-Fernández, J. M. (2018). Academic self-attributions for success and failure in mathematics and school refusal. Psychology in the Schools, 55(4), 366–376. https://doi.org/10.1002/pits.22117
• Graham, S., y Taylor, A. Z. (2016). Attribution theory and motivation in school. En K. R. Wentzel y D. B. Miele (Eds.), Handbook of motivation at school (pp. 11–33). Routledge.
• Graham, S., y Taylor, A. Z. (2022). The power of asking why? Attribution retraining programs for the classroom teacher. Theory Into Practice, 61(1), 5–22. https://doi.org/10.1080/00405841.2021.1932160
• Graves, H. R., Hernandez, L., Kahler, C. W., y Spirito, A. (2020). Marijuana use, alcohol use, and sexual intercourse among truant adolescents. Substance Abuse, 41(4), 451–455. https://doi.org/10.1080/08897077.2019.1621237
• Hendron, M., y Kearney, C. A. (2011). Bridging the gap between assessment and treatment of youths with school refusal behavior: What to do when clients ask “what now”? Journal of Clinical Psychology Practice, 2, 14–21.
• Holmes, V. L., y Hwang, Y. (2016). Exploring the effects of project-based learning in secondary mathematics education. Journal of Educational Research, 109(5), 449–463. https://doi.org/10.1080/00220671.2014.979911
• IBM Corp. (2019). IBM SPSS statistics for Windows, version 26.0. IBM Corp. Instituto Nacional de Estadística, Espa ̃na. (2021). Abandono temprano de la educación-formación. Instituto Nacional de Estadística. https://www.ine.es/ss/ Satellite?L=es ES&c=INESeccion C&cid=1259925480602&p=1254735110672&pagename=ProductosYServicios%2FPYSLayout.
• Jiang, Y., Rosenzweig, E. Q., y Gaspard, H. (2018). An expectancy-value-cost approach in predicting adolescent students’ academic motivation and achievement. Contemporary Educational Psychology, 54, 139–152. https://doi.org/10.1016/j.cedpsych.2018.06.005
• Kearney, C. A. (2002). Identifying the function of school refusal behavior: A revision of the School Refusal Assessment Scale. Journal of Psychopathology and Behavioral Assessment, 24, 235–245.
• Kearney, C. A. (2019). Helping families of youth with school attendance problems: A practical guide for mental health and school-based professionals. Oxford. https://doi.org/10.1093/med-psych/9780190912574.001.0001
• Kearney, C. A., y Sheldon, K. (2017). School refusal. En A. E. Wenzel (Ed.), The SAGE encyclopedia of abnormal and clinical psychology (pp. 2989–2991). Sage.
• Kearney, C. A., y Silverman, W. K. (1993). Measuring the function of school refusal behavior: The School Refusal Assessment Scale. Journal of Clinical Child Psychology, 22, 85–96. https://doi.org/10.1207/s15374424jccp2201 9
• Kethineni, S., Frazier-Kouassi, S., Shigemoto, Y., Jennings, W., Cardwell, S. M., Piquero, A. R., Gay, K., y Sundaravadivelu, D. (2021). PROTOCOL: Effectiveness of parent-engagement programs to reduce truancy and juvenile delinquency: A systematic review. Campbell Systematic Reviews, 17(3), e1189. https://doi.org/10.1002/cl2.1189.
• Klein, M., Sosu, E. M., y Dare, S. (2022). School absenteeism and academic achievement: Does the reason for absence matter? AERA Open, 8(1), 1–14. https://doi.org/10.1177/23328584211071115
• Lagos-San Martín, N., Gómez-Nú ̃nez, M. I., Gonzálvez, C., Vicent, M., y Gomis, N. (2014). Relación entre atribuciones de éxito y fracaso académico en el área de lengua y rechazo escolar en una muestra de estudiantes chilenos de educación secundaria. International Journal of Developmental and Educational Psychology, 4(1), 477–486.
• Lagos-San Martín, N. G., Inglés, C. J., Ossa, C. J., Gonzálvez, C., Vicent, M., y García-Fernández, J. M. (2016). Relación entre atribuciones de éxito y fracaso académico y ansiedad escolar en estudiantes chilenos de educación secundaria. Psicología desde el Caribe, 33(2), 146–157. https://doi.org/10.14482/psdc.33.2.7296.
• Marsh, H. W. (1984). Relations among dimensions of self-attribution, dimensions of self-concept, and academic achievements. Journal of Educational Psychology, 76(6), 1291–1308. https://doi.org/10.1037/0022-0663.76.6.1291
• Méndez, F. X., Espada, J. P., Orgilés, M., Hidalgo, M. D., y García-Fernández, J. M. (2008). Psychometric properties and diagnostic ability of the Separation Anxiety Scale for Children (SASC). European Child & Adolescent Psychiatry, 17, 365–372. https://doi.org/10.1007/s00787-008-0678-8
• Metalsky, G., y Abramson, L. (1981). Attributional style: Toward a framework for conceptualization and assessment. En P. Kendall y S. Hollon (Eds.), Assessment strategies for cognitive-behavioral interventions (pp. 13–58). Academic Press.
• Muthen, L. K., y Muthen, B. O. (2017). Mplus user’s guide. Muthen & Muthen. Neff, K. D. (2003). Self-compassion: An alternative conceptualization of a healthy. https://doi.org/10.1080/15298860309032
• Neff, K. D. (2019). Setting the record straight about the Self-Compassion Scale. Mind-fulness, 10(1), 200–202. https://doi.org/10.1007/s12671-018-1061-6
• Perry, R. P., y Hamm, J. M. (2017). An attribution perspective on competence and motivation: Theory and treatment interventions. En A. J. Elliot, C. S. Dweck, y D.S. Yeager (Eds.), Handbook of competence and motivation. Theory and application (pp. 61–84). The Guildford Press.
• Sanmartín, R., Inglés, C. J., Gonzálvez, C., Vicent, M., Ruiz-Esteban, C., y García-Fernández, J. M. (2018). Impact of affective profiles on school refusal in a Spanish sample of primary education. Journal of Child and Family Studies, 27, 1349–1357. https://doi.org/10.1007/s10826-017-0962-7
• Signorini, G. (2019). When fear does not serve survival: Anxiety disorders viewed within a developmentally appropriate context. European Child & Adolescent Psychiatry, 28(1), 1–3. https://doi.org/10.1007/s00787-019-01277-w
• Song, H., y Kim, H. (2019). Value-based profiles of visitors to a world heritage site: The case of Suwon Hwaseong fortress (in South Korea). Sustainability, 11, 132. https://doi.org/10.3390/su11010132
• Stiensmeier-Pelster, J., y Heckhausen, H. (2018). Causal attribution of behavior and achievement. En J. Heckhausen y H. Heckhausen (Eds.), Motivation and action (pp. 623–678). Springer. https://doi.org/10.1007/978-3-319-65094-4 15
• Stupnisky, R. H., Stewart, T. L., Daniels, L. M., y Perry, R. P. (2011). When do students ask why? Examining the precursors and outcomes of causal search among first-year college students. Contemporary Educational Psychology, 36(3), 201–211. https://doi.org/10.1016/j.cedpsych.2010.06.004
• Tein, J.-Y., Coxe, S., y Cham, H. (2013). Statistical power to detect the correct number of classes in latent profile analysis. Structural Equation Modeling, 20, 640–657. https://doi.org/10.1080/10705511.2013.824781
• Tomasetto, C., Mirisola, A., Galdi, S., y Cadinu, M. (2015). Parents’ math–gender stereotypes, children’s self-perception of ability, and children’s appraisal of parents’ evaluations in 6-year-olds. Contemporary Educational Psychology, 42, 186–198. https://doi.org/10.1016/j.cedpsych.2015.06.007
• Wang, Z., Li, Y., Jin, Z., y Tamutana, T. T. (2019). How success enhances self-serving bias: A multinomial process model of the Implicit Association Test. Social Behavior and Personality, 47(7), 1–9. https://doi.org/10.2224/sbp.8008
• Wattanawongwan, S., Smith, S. D., y Vannest, K. J. (2021). Cooperative learning strategies for building relationship skills in students with emotional and behavioral disorders. Beyond Behavior, 30(1), 32–40. https://doi.org/10.1177/1074295621997599
• Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92, 548–573.
• Weiner, B. (2014). The attribution approach to emotion and motivation: History, hypotheses, home runs, headaches/heartaches. Emotion Review, 6(4), 353–361. https://doi.org/10.1177/1754073914534502
• Weiner, B. (2018). The legacy of an attribution approach to motivation and emotion: A no-crisis zone. Motivation Science, 4(1), 4–14. https://doi.org/10.1037/mot0000082
• Zhao, Y., Zheng, Z., Pan, C., y Zhou, L. (2021). Self-esteem and academic engagement among adolescents: A moderated mediation model. Frontiers in Psychology, 12, 690828. https://doi.org/10.3389/fpsyg.2021.690828
• Zhou, J., y Urhahne, D. (2013). Teacher judgment, student motivation, and the mediating effect of attributions. European Journal of Psychology of Education, 28(2), 275–295. https://doi.org/10.1007/s10212-012-0114-9