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School refusal behaviour has a major impact on the lives of children and adolescents, seriously affecting their personal, academic and social adjustment. The objectives of this research were: (1) to identify, using latent profile analysis, school refusal behaviour profiles based on the functional model and (2) to analyse the relationship between the identified school refusal behaviour profiles and academic self-attributions in language and literature. The School Refusal Assessment Scale-Revised (SRAS-R) and the Sydney Attribution Scale (SAS) were administered to 926 Spanish students (51% boys) aged 8 to 11 (M = 9.57; SD = 1.07). Four school refusal behaviour profiles were obtained: low school refusal behaviour, school refusal behaviour by positive reinforcement, mixed school refusal behaviour and high mixed school refusal behaviour. School refuser profiles, characterised by high scores on the first three factors of the SRAS-R (high mixed and mixed school refusal behaviour profiles), reported higher scores on an academic self-attributional style, in which they associate their failures with a lack of ability and effort. Results are discussed, considering the relationship between school refusal behaviour and unsuitable attributional styles in language and literature. Promoting effective coping skills to deal with school failure situations will seek to improve, as far as possible, the needs of all students contributing to a healthy learning environment.
Carolina Gonzálvez; Mariola Giménez-Miralles; María Vicent; Ricardo Sanmartín; María Quiles; José García-Fernández. School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature. Sustainability 2021, 13, 7512 .
AMA StyleCarolina Gonzálvez, Mariola Giménez-Miralles, María Vicent, Ricardo Sanmartín, María Quiles, José García-Fernández. School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature. Sustainability. 2021; 13 (13):7512.
Chicago/Turabian StyleCarolina Gonzálvez; Mariola Giménez-Miralles; María Vicent; Ricardo Sanmartín; María Quiles; José García-Fernández. 2021. "School Refusal Behaviour Profiles and Academic Self-Attributions in Language and Literature." Sustainability 13, no. 13: 7512.
Standard behavioral interventions have positive short-term effect improving adherence to physical activity (PA), but have difficulties in producing long-term results. Acceptance and Commitment (ACT) is a very promising approach that could increase long-term adherence. This study aimed to provide a systematic review on the application of ACT for increased PA and adherence to a PA regimen. A systematic review was conducted following the PRISMA protocol. Risk of bias was assessed through the evaluation of 12 criteria. 337 potentially relevant publications were initially obtained. Twenty-one intervention studies were finally selected and analysed in full text. Ten of them were randomized controlled trials. An increase in PA and its adherence was found in all studies, although two of them did not reach either statistical significance or clinical relevance. The data also shows the effectiveness of ACT in maintaining and enhancing changes achieved during follow-up. Initial results for the use of ACT for adherence to PA programmes are promising. ACT appears to be effective in increasing PA. Recommendations on its implementation and future research directions are also discussed.
J. Manchón; M.J. Quiles; E.M. León; S. López-Roig. Acceptance and Commitment Therapy on physical activity: A systematic review. Journal of Contextual Behavioral Science 2020, 17, 135 -143.
AMA StyleJ. Manchón, M.J. Quiles, E.M. León, S. López-Roig. Acceptance and Commitment Therapy on physical activity: A systematic review. Journal of Contextual Behavioral Science. 2020; 17 ():135-143.
Chicago/Turabian StyleJ. Manchón; M.J. Quiles; E.M. León; S. López-Roig. 2020. "Acceptance and Commitment Therapy on physical activity: A systematic review." Journal of Contextual Behavioral Science 17, no. : 135-143.