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School non-attendance and learned helplessness: latent profiles and ROC curves.
María Pérez-Marco1, Andrea Fuster1, Carolina Gonzálvez1
1Department of Developmental Psychology and Didactics, Faculty of Education, University of Alicante, San Vicente del Raspeig, Spain.
Frontiers in Psychology
|July 3, 2025
Summary
Learned Helplessness (LH) is linked to school absenteeism. This study identified three absenteeism profiles and found LH can predict students with high non-attendance, offering insights for school interventions.
Area of Science:
- Educational Psychology
- Clinical Psychology
- Developmental Psychology
Background:
- Learned Helplessness (LH) in students is characterized by a lack of confidence and a negative outlook on academic challenges, leading to disengagement and anxiety.
- Emotionally based school non-attendance is a growing concern, with limited research on its underlying profiles and contributing factors.
- The Assessing Reasons for School Non-Attendance (ARSNA) instrument offers a potential tool for understanding student absenteeism.
Purpose of the Study:
- To identify distinct latent profiles of school absenteeism using the ARSNA.
- To examine the relationship between identified absenteeism profiles and levels of Learned Helplessness (LH).
- To determine the predictive and discriminative power of LH in identifying students with high school non-attendance.
Main Methods:
- Latent Profile Analysis (LPA) was used to categorize students based on their responses to the ARSNA.
- Analysis of Variance (ANOVA) was employed to compare LH levels across different absenteeism profiles.
- Logistic Regression and Receiver Operating Characteristic (ROC) curves were utilized to assess the predictive capacity of LH.
Main Results:
- Three distinct school absenteeism profiles were identified among the adolescent participants.
- Significant differences in Learned Helplessness (LH) were found across the identified absenteeism profiles.
- LH demonstrated significant predictive and discriminative ability in identifying students belonging to the high school non-attendance profile.
Conclusions:
- The study validates the ARSNA instrument in profiling school absenteeism and its connection to Learned Helplessness.
- Learned Helplessness is a significant factor associated with specific patterns of school non-attendance.
- Findings suggest LH assessment can aid in early identification and intervention for students at risk of severe school non-attendance.
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