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Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept

Author

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  • Carolina Gonzálvez

    (Department of Development Psychology and Teaching, University of Alicante, 03690 San Vicente del Raspeig, Spain)

  • Ángela Díaz-Herrero

    (Department of Development Psychology and Education University of Murcia, 30003 Murcia, Spain)

  • María Vicent

    (Department of Development Psychology and Teaching, University of Alicante, 03690 San Vicente del Raspeig, Spain)

  • Ricardo Sanmartín

    (Department of Development Psychology and Teaching, University of Alicante, 03690 San Vicente del Raspeig, Spain)

  • Antonio M. Pérez-Sánchez

    (Department of Development Psychology and Teaching, University of Alicante, 03690 San Vicente del Raspeig, Spain)

  • José M. García-Fernández

    (Department of Development Psychology and Teaching, University of Alicante, 03690 San Vicente del Raspeig, Spain)

Abstract

Not all adolescents with school attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject school and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General school). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four school refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of school refusal in students with low self-concept are discussed.

Suggested Citation

  • Carolina Gonzálvez & Ángela Díaz-Herrero & María Vicent & Ricardo Sanmartín & Antonio M. Pérez-Sánchez & José M. García-Fernández, 2019. "Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept," IJERPH, MDPI, vol. 16(23), pages 1-14, November.
    • Handle: RePEc:gam:jijerp:v:16:y:2019:i:23:p:4780-:d:292079
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    References listed on IDEAS

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    1. Carolina Gonzálvez & Ángela Díaz-Herrero & Ricardo Sanmartín & María Vicent & Antonio M. Pérez-Sánchez & José M. García-Fernández, 2019. "Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents," IJERPH, MDPI, vol. 16(19), pages 1-17, October.
    2. Estefanía Mónaco & Konstanze Schoeps & Inmaculada Montoya-Castilla, 2019. "Attachment Styles and Well-Being in Adolescents: How Does Emotional Development Affect This Relationship?," IJERPH, MDPI, vol. 16(14), pages 1-17, July.
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