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School Refusal Behavior and Aggression in Spanish Adolescents
Carolina Gonzálvez1, Miriam Martín1, María Vicent1
1Department of Development Psychology and Teaching, University of Alicante, Alicante, Spain.
Frontiers in Psychology
|May 17, 2021
Summary
Aggression, including physical and verbal forms, is linked to school refusal behavior in adolescents. Understanding this connection is key to addressing both attendance issues and aggressive conduct in schools.
Area of Science:
- Psychology
- Educational Psychology
- Criminology
Background:
- School attendance problems and aggressive behavior are significant concerns in secondary education.
- Identifying the relationship between these variables is crucial for developing effective interventions.
Purpose of the Study:
- To examine mean differences in aggression scores based on school refusal behavior.
- To analyze the predictive capacity of aggression on school refusal behavior factors.
Main Methods:
- A sample of 1455 Spanish secondary students (ages 13-17) participated.
- Validated instruments included the School Refusal Assessment Scale-Revised and the Aggression Questionnaire.
- Statistical analyses explored group differences and predictive relationships.
Main Results:
- High levels of physical aggression, verbal aggression, anger, and hostility were associated with higher school refusal scores.
- School refusal behavior significantly predicted aggression.
- Specific factors of school refusal, like seeking tangible rewards, correlated with aggression.
Conclusions:
- Aggression is a significant risk factor for school refusal behavior.
- Interventions should consider the multifaceted nature of school refusal and its link to aggression.
- Addressing aggression may help reduce school attendance problems.
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