Abstract
Students with School Refusal Behaviour (SRB) are a diverse group, often associated with negative academic repercussions (e.g., low academic performance, learning difficulties or academic demotivation). The aims of this research were: 1) to identify school refusal behaviour profiles based on low and high scores on the four functional conditions assessed by the School Refusal Assessment Scale-Revised (SRAS-R) and 2) to examine the relationship between SRB profiles and learning strategies. The SRAS-R and the Inventory of Learning and Study Strategies-High School version were administered to 1,261 students aged to 14 to 18 (M = 16.51; SD = 1.84). Four SRB profiles were obtained: SRB by positive reinforcement, Low SRB, SRB by negative reinforcement and Mixed SRB. School refusers belonging to the Mixed SRB and SRB by negative reinforcement profiles are characterised by low scores on learning strategies, except for the Anxiety dimension. The practical implications of these findings suggest that implementing study techniques and learning strategies programmes, in addition to courses on anxiety management and self-care will help students improve their learning paths and reduce anxiety-based school refusal.
Highlights
According to the Sustainable Development Goals, in global terms, approximately 5.5 million primary school age students did not attend school in 2018 (United Nations, 2015)
Combining all of the criteria, the fourth model was carefully chosen as the best fitting model with p < 0.05 for the Vuong-LoMendell-Rubin likelihood-ratio test and the Bootstrap likelihood ratio test and having the lowest index in Akaike Information Criterion (AIC) and Bayesian Information Criteria (BIC), in contrast with the other models
The aim of this study was twofold: first, to identify the School Refusal Behaviour (SRB) profiles based on a sample of 1,261 Spanish students; and second, to examine the relationship between the identified SRB profiles and learning strategies
Summary
According to the Sustainable Development Goals, in global terms, approximately 5.5 million primary school age students did not attend school in 2018 (United Nations, 2015). Sustainable Development Goal 4 is the education goal It aims to ensure inclusive and quality education for all and to promote lifelong learning. To achieve this goal, it is necessary to prevent and assist school refusal behaviour. Research on skills students with school attendance problems use to assist them in the learning process is limited and interesting during adolescence. During this evolutionary stage the cognitive development allows self-regulation of their actions, which enables the planning, regulation and evaluation of the activities necessary to achieve meaningful learning and, better school performance (Steinberg, 2005). In order to know which learning strategies are the most common depending on the groups of adolescents who refuse go to school the present study was carried out
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