Understanding school refusal behavior in adolescence: Risk profiles and attributional style for academic results

Adolescents who show a tendency to refuse school could also be experiencing poor motivation towards learning. The present work aimed identify profiles of adolescents with refusal behavior (SRB) and examine whether these possible groups differed in academic self-attributions. Participants were 1183 Spanish students (53.7% girls) from 14 17 years old (M = 15.58, SD 1.08). They answered the versions School Refusal Assessment Scale-Revised (SRAS-R) Sydney Attribution Scale (SAS). Four SRB found by Latent Profile Analysis technique: non-SRB, moderately high SRB, anxious SRB. Statistically significant differences identified among four all self-attributions examined. showed greater attribute their failures ability, while they tended successes less internal causes. Intervention strategies are suggested attend risk profiles. Los adolescentes que muestran una tendencia rechazar la escuela podrían estar experimentando también baja motivación hacia el aprendizaje. El presente trabajo tiene como objetivo identificar perfiles de con comportamiento rechazo escolar (CRE) y examinar si estos posibles grupos difieren en autoatribuciones académicas. Participan estudiantes españoles chicas) años DT Responden las versiones españolas Se hallan cuatro CRE mediante técnica Analysis: no-CRE, moderadamente alto, ansioso alto. identifican diferencias estadísticamente significativas entre los todas académicas examinadas. alto mayor atribuir sus fracasos académicos capacidad, mientras tienden menos éxitos causas internas. sugieren estrategias intervención para atender riesgo.