This page has only limited features, please log in for full access.

Dr. Carolina Gonzálvez
Department of Developmental Psychology and Teaching, University of Alicante, University of Alicante, Spain

Basic Info


Research Keywords & Expertise

0 Children
0 adolescent
0 School absenteeism
0 School attendance problems
0 School refusal

Fingerprints

Children
School refusal
adolescent
School attendance problems
School absenteeism

Honors and Awards

The user has no records in this section


Career Timeline

The user has no records in this section.


Short Biography

The user biography is not available.
Following
Followers
Co Authors
The list of users this user is following is empty.
Following: 0 users

Feed

Journal article
Published: 31 July 2021 in International Journal of Environmental Research and Public Health
Reads 0
Downloads 0

Perfectionism is considered to be a significant personality factor within the sport and exercise field. However, very little is known about the reasons why individuals with different perfectionistic tendencies engage or not in physical activity. This study aims, from a person-oriented approach, to analyze if participation motives and barriers may differ among four perfectionistic profiles: Non-Perfectionists (low perfectionistic strivings, PS, and perfectionistic concerns, PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). A sample composed of 597 (Mage = 22.08, SD = 3.33) undergraduates enrolled in a sport science degree from Ecuador participated in this study. Non-Perfectionists reported lower levels of motives, whereas Adaptive and Maladaptive Perfectionists reported higher scores on all participation motives. Significant and positive correlations were found between PS and both autonomous and controlled motives, whereas PC was positively correlated with controlled reasons and only significantly correlated with some autonomous reasons by the effect of PS. In terms of barriers, Maladaptive Perfectionists reported significantly higher scores on all barriers analyzed in comparison with the other three profiles, with moderate and large effect sizes. The results of the bivariate and partial correlations suggest that these inter-profile differences were explained by PC. Considering the results, it is advised to develop strategies to identify Maladaptive Perfectionists in order to increase their intrinsic reasons for practicing physical exercise, and to minimize their perceived barriers.

ACS Style

María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Oswaldo Vásconez-Rubio; José García-Fernández. Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach. International Journal of Environmental Research and Public Health 2021, 18, 8125 .

AMA Style

María Vicent, Ricardo Sanmartín, Carolina Gonzálvez, Oswaldo Vásconez-Rubio, José García-Fernández. Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach. International Journal of Environmental Research and Public Health. 2021; 18 (15):8125.

Chicago/Turabian Style

María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Oswaldo Vásconez-Rubio; José García-Fernández. 2021. "Perfectionism, Motives, and Barriers to Exercise from a Person-Oriented Approach." International Journal of Environmental Research and Public Health 18, no. 15: 8125.

Research article
Published: 20 July 2021 in Science Progress
Reads 0
Downloads 0

Children experience significant number of stressful situations at school during their academic years. The aims of this study were to identify school refusers groups of children through latent profile analysis and to test their associations with school-related sources and manifestation of stress. Data were obtained from 755 schoolchildren (8–11 years) from public and private schools of Alicante and Murcia (Spain), using the School Refusal Assessment Scale-Revised (SRAS-R) and the School Situation Survey (SSS). In general, positive and statistically significant correlations were identified between school refusal behavior and school-related sources and manifestations of stress. School refusers groups were derived from the combination of high and low scores in the four functional conditions assessed by the SRAS-R. “Low School Refusal Behavior Profile,”“School Refusal Behavior by Positive Reinforcement Profile” and “Mixed School Refusal Behavior Profile” were identified. The percentages of children within these profiles were 47.7%, 46.6%, and 5.7%, respectively. The Mixed School Refusal Behavior Profile was the group with the highest average scores in the school-related stress factors. In contrast, the group with the lowest mean scores was the Low School Refusal Behavior Profile. By comparing the Low School Refusal Behavior Profile with the Mixed School Refusal Behavior Profile, the largest effect sizes were found. Findings are discussed from a socio-ecological perspective considering the school context conditions as key elements in the development of school refusal behaviors.

ACS Style

Carolina Gonzálvez; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. Exploring different types of school refusers through latent profile analysis and school-related stress associations. Science Progress 2021, 104, 1 .

AMA Style

Carolina Gonzálvez, Ricardo Sanmartín, María Vicent, José Manuel García-Fernández. Exploring different types of school refusers through latent profile analysis and school-related stress associations. Science Progress. 2021; 104 (3):1.

Chicago/Turabian Style

Carolina Gonzálvez; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. 2021. "Exploring different types of school refusers through latent profile analysis and school-related stress associations." Science Progress 104, no. 3: 1.

Journal article
Published: 05 July 2021 in Sustainability
Reads 0
Downloads 0

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.

ACS Style

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 Style

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 (13):7512.

Chicago/Turabian Style

Carolina 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.

Psychology
Published: 29 April 2021 in Frontiers in Psychology
Reads 0
Downloads 0

In order to reduce school attendance problems and aggressive behavior, it is essential to determine the relationship between both variables. The aim of this study was twofold: (1) to examine the mean differences in scores on aggression, based on school refusal behavior, and (2) to analyze the predictive capacity of high scores on aggression, based on school refusal behavior factors. The sample consisted of 1455 Spanish secondary school students, aged 13–17 (M = 14.85; SD = 1.56). The School Refusal Assessment Scale-Revised (I. Avoidance of negative affectivity, II. Escape from aversive social and/or evaluative situations, III. Pursuit of attention from significant others, and IV. Pursuit of tangible reinforcement outside of school) and the Aggression Questionnaire (I. Physical Aggression, II. Verbal Aggression, III. Anger, and IV. Hostility) were used. Results indicated that students having high levels of Physical Aggression, Verbal Aggression, Anger, and Hostility received significantly higher scores on school refusal behavior. In most cases, school refusal behavior was found to be a positive and statistically significant predictor of aggression. Students that base their school refusal on the pursuit of tangible reinforcements outside of school earned higher scores, and other functional conditions underlying school refusal behavior were found to be associated with aggression issues. The role of aggression as a risk factor for school refusal behavior is discussed.

ACS Style

Carolina Gonzálvez; Miriam Martín; María Vicent; Ricardo Sanmartín. School Refusal Behavior and Aggression in Spanish Adolescents. Frontiers in Psychology 2021, 12, 1 .

AMA Style

Carolina Gonzálvez, Miriam Martín, María Vicent, Ricardo Sanmartín. School Refusal Behavior and Aggression in Spanish Adolescents. Frontiers in Psychology. 2021; 12 ():1.

Chicago/Turabian Style

Carolina Gonzálvez; Miriam Martín; María Vicent; Ricardo Sanmartín. 2021. "School Refusal Behavior and Aggression in Spanish Adolescents." Frontiers in Psychology 12, no. : 1.

Research article
Published: 25 February 2021 in Journal of Aggression, Maltreatment & Trauma
Reads 0
Downloads 0

Adolescents who have experienced maltreatment are at enhanced risk for posttraumatic disorder (PTSD) and posttraumatic symptoms (PTS). Two key aspects of PTSD/PTS include dissociation and trauma-related cognitions, and these constructs are often measured via the Adolescent Dissociative Experiences Scale (ADES) and Posttraumatic Cognitions Inventory (PTCI). Unfortunately, little is known regarding the potential unique factor structures of these measures for maltreated youth with PTSD/PTS. Such knowledge would help clinicians develop more targeted assessments and clinical profiles for these youth. The primary aim of the present study was thus to examine the factor structures of the ADES and PTCI in a sample of 279 maltreated youth with PTSD/PTS (Mage = 14.25 years, SD = 1.78). A secondary aim was to identify whether identified factor structures from the present study sample of maltreated youth better predicted key PTSD symptom clusters of reexperiencing, avoidance, and hyperarousal compared to factor structures reported in previous literature. Confirmatory factor analysis revealed factor structures unique to this sample that better met goodness-of-fit criteria compared to other factor structures. These unique factor structures also displayed invariance across gender and age groups. In addition, the unique factor structure of the PTCI but not the ADES was a better predictor of reexperiencing and avoidance symptoms in maltreated youth compared to other factor structures in the literature. The results indicate that assessment protocols for maltreated youth with posttraumatic symptoms should be more closely tailored to the unique aspects of this population.

ACS Style

Amanda Howard; Carolina Gonzálvez; Christopher A. Kearney. Unique Factor Structures Of The Adolescent Dissociative Experiences Scale And Posttraumatic Cognitions Inventory And Their Relation To PTSD Symptom Clusters In Maltreated Youth. Journal of Aggression, Maltreatment & Trauma 2021, 1 -16.

AMA Style

Amanda Howard, Carolina Gonzálvez, Christopher A. Kearney. Unique Factor Structures Of The Adolescent Dissociative Experiences Scale And Posttraumatic Cognitions Inventory And Their Relation To PTSD Symptom Clusters In Maltreated Youth. Journal of Aggression, Maltreatment & Trauma. 2021; ():1-16.

Chicago/Turabian Style

Amanda Howard; Carolina Gonzálvez; Christopher A. Kearney. 2021. "Unique Factor Structures Of The Adolescent Dissociative Experiences Scale And Posttraumatic Cognitions Inventory And Their Relation To PTSD Symptom Clusters In Maltreated Youth." Journal of Aggression, Maltreatment & Trauma , no. : 1-16.

Research article
Published: 19 February 2021 in The Spanish Journal of Psychology
Reads 0
Downloads 0

The maladaptive nature of Perfectionistic Automatic Thoughts (PAT) increases the importance of evaluating the construct. This study aims to identify different clusters of PAT in undergraduates, and to check possible inter-cluster differences in the dimensions of dispositional empathy and emotional intelligence in a sample of 691 Spanish undergraduates (M age = 23.1; SD = 5.26). The Perfectionism Cognitions Inventory, the Interpersonal Reactivity Index and the Trait Meta-Mood Scale were used. Three clusters with low (LPAT), moderate (MPAT) and high (HPAT) levels of PAT were identified. Statistically significant differences were observed between these clusters in terms of dispositional empathy and emotional intelligence dimensions. HPAT significantly scored higher than LPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception, as well as in comparison with MPAT on Fantasy, Empathic Concern, Personal Discomfort and Perception. Moreover, MPAT obtained significantly higher scores on Comprehension and Repair than LPAT. Effect sizes for these differences were of a small magnitude, except for the HPAT and LPAT contrasts, whose differences were of a moderate magnitude.

ACS Style

María Pilar Aparicio-Flores; José María Esteve-Faubel; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; José Manuel García-Fernández. Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts. The Spanish Journal of Psychology 2021, 24, e10 .

AMA Style

María Pilar Aparicio-Flores, José María Esteve-Faubel, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, José Manuel García-Fernández. Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts. The Spanish Journal of Psychology. 2021; 24 ():e10.

Chicago/Turabian Style

María Pilar Aparicio-Flores; José María Esteve-Faubel; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; José Manuel García-Fernández. 2021. "Dispositional Empathy and Emotional Intelligence in terms of Perfectionistic Automatic Thoughts." The Spanish Journal of Psychology 24, no. : e10.

Journal article
Published: 22 January 2021 in International Journal of Environmental Research and Public Health
Reads 0
Downloads 0

Failure in dealing with anxiety-provoking situations and stressors in the school setting may have negative consequences not only on children’s performance, but also on their well-being in the future. This research aimed to examine the relationship of forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) with sources (teacher interactions, academic stress, peer interactions, and academic self-concept) and manifestations (emotional, behavioral, and physiological) of school-based distress. Specifically, our objectives were to examine the correlations between anxiety and school-based distress and, using a person-centered approach, to verify whether different anxiety profiles differed in their levels of distress. The Visual Analogue Scale for Anxiety-Revised (VAA-R) and the School Situation Survey (SSS) were administered to 756 Spanish students (Mage = 9.6, SD = 1.12); 50.3% were girls. Pearson’s correlation coefficients revealed a positive and significant association between each form of anxiety and each source and manifestation of distress. The latent profile analysis identified three anxiety profiles: High Anxiety, High School-based performance Anxiety, and Low Anxiety. The High Anxiety profile scored significantly higher in all sources and manifestations of distress than the Low Anxiety profile. The High Anxiety profile showed significantly higher scores in peer interactions and emotional and behavioral manifestations of distress than the group High School-based performance Anxiety. Suggestions for intervention strategies according to the risk profile are discussed.

ACS Style

Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; Carolina Gonzálvez. Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress. International Journal of Environmental Research and Public Health 2021, 18, 948 .

AMA Style

Aitana Fernández-Sogorb, Ricardo Sanmartín, María Vicent, Carolina Gonzálvez. Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress. International Journal of Environmental Research and Public Health. 2021; 18 (3):948.

Chicago/Turabian Style

Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; Carolina Gonzálvez. 2021. "Identifying Profiles of Anxiety in Late Childhood and Exploring Their Relationship with School-Based Distress." International Journal of Environmental Research and Public Health 18, no. 3: 948.

Review
Published: 01 December 2020 in International Journal of Educational Research
Reads 0
Downloads 0

Assessment methods for school attendance problems (SAPs) have burgeoned tremendously in recent years. This study involved a systematic review of questionnaires assessing SAPs. Literature searches up to November 2019 were conducted in four databases (Web of Science, Scopus, PsycINFO and ERIC). Nine instruments met the four selection criteria: (1) to assess SAPs, (2) in children and/or adolescents, (3) providing the psychometric properties and (4) be written in English or Spanish. Descriptive analysis (instrument’s author/s and name, country, age addressed; response format; dimensions’ names and items) and psychometric properties (internal consistency, temporal stability, factorial structure and construct validity) are presented for each instrument. Commentary is provided regarding the contributions of these instruments with respect to contemporary models of SAPs.

ACS Style

Carolina Gonzálvez; Christopher A. Kearney; María Vicent; Ricardo Sanmartín. Assessing school attendance problems: A critical systematic review of questionnaires. International Journal of Educational Research 2020, 105, 101702 .

AMA Style

Carolina Gonzálvez, Christopher A. Kearney, María Vicent, Ricardo Sanmartín. Assessing school attendance problems: A critical systematic review of questionnaires. International Journal of Educational Research. 2020; 105 ():101702.

Chicago/Turabian Style

Carolina Gonzálvez; Christopher A. Kearney; María Vicent; Ricardo Sanmartín. 2020. "Assessing school attendance problems: A critical systematic review of questionnaires." International Journal of Educational Research 105, no. : 101702.

Journal article
Published: 12 August 2020 in International Journal of Environmental Research and Public Health
Reads 0
Downloads 0

Perfectionistic Automatic Thoughts (PATs) are currently being studied due to their association with maladaptive variables. This study aims to validate the Spanish version of the Perfectionism Cognitions Inventory (PCI) in a sample of Ecuadorian undergraduates as well as to analyze latent mean differences across sex. The sample was composed by 3060 undergraduates (Mage = 22.7, SD = 2.46). The Spanish model of the PCI composed by 17 items divided into three first-order dimensions (perfectionistic concerns, strivings, and demands) and a second-order factor was supported by confirmatory factor analysis. Acceptable levels of reliability and factorial invariance across sex were observed. Higher latent mean scores for males in comparison with females in the second-order factor of the PCI were found. The three dimensions of the PCI significantly and positively correlated with interpersonal difficulties. Overall, results demonstrate that the Spanish version of the PCI is a valid and reliable measure to evaluate PATs in Ecuadorian undergraduates.

ACS Style

María Pilar Aparicio-Flores; María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Roberto Ovidio Freire-Andino; José Manuel García-Fernández. Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador. International Journal of Environmental Research and Public Health 2020, 17, 5834 .

AMA Style

María Pilar Aparicio-Flores, María Vicent, Ricardo Sanmartín, Carolina Gonzálvez, Roberto Ovidio Freire-Andino, José Manuel García-Fernández. Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador. International Journal of Environmental Research and Public Health. 2020; 17 (16):5834.

Chicago/Turabian Style

María Pilar Aparicio-Flores; María Vicent; Ricardo Sanmartín; Carolina Gonzálvez; Roberto Ovidio Freire-Andino; José Manuel García-Fernández. 2020. "Psychometric Properties of the Perfectionism Cognitions Inventory in Ecuador." International Journal of Environmental Research and Public Health 17, no. 16: 5834.

Journal article
Published: 08 April 2020 in Sustainability
Reads 0
Downloads 0

Positive (PA) and negative affect (NA) are related with aspects that are part of people’s psychological well-being, and the possibility of combining both dimensions to create four affective profiles, self-fulfilling (high PA and low NA), low affective (low PA and low NA), high affective (high PA and high NA) and self-destructive (low PA and high NA), has recently appeared. The current work aims to validate the short version of the Positive and Negative Affect Schedule (PANAS) in Ecuador, test the existence of the four affective profiles and analyze its relation with social anxiety. The Positive and Negative Affect Schedule for Children and the Social Anxiety Scale for Adolescents was employed in a sample of 1786 Ecuadorian students aged from 15 to 18 years (M = 16.31, SD = 1.01). The factorial invariance of the scale across sex and age groups was proved and latent mean analyses showed that girls and 18-year-old students obtained the highest scores in negative affect. With regard to the affective profiles, the cluster analyses confirmed the existence of the four mentioned profiles, and the self-fulfilling profile obtained the lowest scores in all the dimensions of social anxiety, whereas the self-destructive profile obtained the highest scores.

ACS Style

Ricardo Sanmartín; María Vicent; Carolina Gonzálvez; Candido J. Ingles; Ramiro Reinoso-Pacheco; José Manuel García-Fernández. Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample. Sustainability 2020, 12, 2976 .

AMA Style

Ricardo Sanmartín, María Vicent, Carolina Gonzálvez, Candido J. Ingles, Ramiro Reinoso-Pacheco, José Manuel García-Fernández. Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample. Sustainability. 2020; 12 (7):2976.

Chicago/Turabian Style

Ricardo Sanmartín; María Vicent; Carolina Gonzálvez; Candido J. Ingles; Ramiro Reinoso-Pacheco; José Manuel García-Fernández. 2020. "Factorial Invariance, Latent Mean Differences of the Panas and Affective Profiles and Its Relation to Social Anxiety in Ecuadorian Sample." Sustainability 12, no. 7: 2976.

Journal article
Published: 06 February 2020 in Sustainability
Reads 0
Downloads 0

This research aimed to examine the relation between child anxiety and causal attributions in mathematics using a person-centered approach. The Visual Analogue Scale for Anxiety-Revised and the Sydney Attribution Scale were administered to 1287 Spanish students aged 8 to 11 (M = 9.68, SD = 1.20); 49.4% were girls. Four child anxiety profiles were obtained by the latent class analysis technique: Low Anxiety, Moderate Anxiety, High Anxiety, and Low Anxiety School-type. The four anxious groups significantly differed in all attributions of failure and in attributions of success to ability and effort, with effect sizes ranging from small to large (d = 0.24 to 0.99). The group with the highest anxiety levels attributed its failures more to the lack of ability and effort, and less to external causes. This group attributed its successes less to ability and effort. However, the Low Anxiety School-type group attributed its failures more to external causes and its successes more to ability and effort. The practical implications of these findings suggest that applying cognitive-behavioral programs for anxiety with a component of attribution retraining could be useful to improve both anxiety levels and the maladaptive attributional pattern of each child anxiety profile.

ACS Style

Aitana Fernández-Sogorb; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; Antonio Miguel Pérez-Sánchez; José Manuel García-Fernández. Attributional Style in Mathematics across Anxiety Profiles in Spanish Children. Sustainability 2020, 12, 1173 .

AMA Style

Aitana Fernández-Sogorb, María Vicent, Carolina Gonzálvez, Ricardo Sanmartín, Antonio Miguel Pérez-Sánchez, José Manuel García-Fernández. Attributional Style in Mathematics across Anxiety Profiles in Spanish Children. Sustainability. 2020; 12 (3):1173.

Chicago/Turabian Style

Aitana Fernández-Sogorb; María Vicent; Carolina Gonzálvez; Ricardo Sanmartín; Antonio Miguel Pérez-Sánchez; José Manuel García-Fernández. 2020. "Attributional Style in Mathematics across Anxiety Profiles in Spanish Children." Sustainability 12, no. 3: 1173.

Journal article
Published: 28 November 2019 in International Journal of Environmental Research and Public Health
Reads 0
Downloads 0

Not all adolescents with school attendance problems attribute their behavior to the same causes. Knowing the subtypes of students who reject school and their relationship with new variables, such as self-concept, is an unresolved task. This study aimed to identify different school refusal behavior profiles and to determine whether these profiles differed from each other based on the scores of the eleven dimensions of self-concept (Physical appearance, Physical abilities, Parent relations, Same-sex relations, Opposite-sex relations, Honesty, Emotional stability, Self-esteem, Verbal, Math, and General school). The participants were 1315 Spanish students (57.6% male) aged 12–18 years (M = 15.21; SD = 1.74). The School Refusal Assessment Scale-Revised and the Self-Description Questionnaire II-Short Form were administered. A latent class analysis revealed four school refusal behavior profiles: Moderately High School Refusal Behavior, Moderately Low School Refusal Behavior, Mixed School Refusal Behavior and Non-School Refusal Behavior. The results indicated that the Mixed School Refusal Behavior group was the most maladaptive profile and revealed the lowest mean scores on self-concept. In contrast, Non-School Refusal and Moderately Low School Refusal Behavior groups revealed the highest scores in all dimensions of self-concept. Implications for working toward the prevention of school refusal in students with low self-concept are discussed.

ACS Style

Carolina Gonzálvez; Ángela Díaz-Herrero; María Vicent; Ricardo Sanmartín; Antonio M. Pérez-Sánchez; José M. García-Fernández. Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept. International Journal of Environmental Research and Public Health 2019, 16, 4780 .

AMA Style

Carolina Gonzálvez, Ángela Díaz-Herrero, María Vicent, Ricardo Sanmartín, Antonio M. Pérez-Sánchez, José M. García-Fernández. Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept. International Journal of Environmental Research and Public Health. 2019; 16 (23):4780.

Chicago/Turabian Style

Carolina Gonzálvez; Ángela Díaz-Herrero; María Vicent; Ricardo Sanmartín; Antonio M. Pérez-Sánchez; José M. García-Fernández. 2019. "Subtyping of Adolescents with School Refusal Behavior: Exploring Differences Across Profiles in Self-Concept." International Journal of Environmental Research and Public Health 16, no. 23: 4780.

Journal article
Published: 06 November 2019 in Brain Sciences
Reads 0
Downloads 0

The present study analyzed the psychometric properties of a Spanish translation of the child–adolescent perfectionism scale (CAPS-S), as well as its factorial invariance and latent means differences across sex and age. A sample of 1809 Spanish students of Primary Education, aged between 8 and 11 (Mage = 9.53, SD = 1.11), was used. Confirmatory factor analyses and multigroup confirmatory factor analyses were applied to examine the factor structure of the CAPS-S. The results revealed that a model made up of 13 items structured in 3 factors—Self-Oriented Perfectionism-Striving (SOP-Striving), Self-Oriented Perfectionism-Critical (SOP-Critical), and Socially Prescribed Perfectionism (SPP)—showed a better fit than any of the previously tested models, and it was invariant across sex and age. SOP-Striving did not significantly correlate with school anxiety and aggression, whereas significant and positive correlations were found in the case of SOP-Critical and SPP. The levels of reliability and stability of the scale were ω = 0.91, 0.74, 0.73, and 0.80, and rxx = 0.73, 0.62, 0.73, and 0.74, for the total CAPS-S and for the SOP-Striving, SOP-Critical, and SPP dimensions, respectively. Analysis of latent means differences revealed that boys scored significantly higher than girls in SOP-Critical. The 9-year-olds scored significantly lower in SPP than their 8-year-old peers. Conversely, 11-year-olds scored higher in SOP-Critical than 8-year-olds. In addition, 10- and 11-year-olds scored higher than their 9-year-old peers. The CAPS-S presented in this research is a reliable and valid instrument to assess perfectionism in Spanish child population.

ACS Style

María Vicent; Cándido J. Inglés; Ricardo Sanmartín; Carolina Gonzálvez; Beatriz Delgado; José Manuel García-Fernández. Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age. Brain Sciences 2019, 9, 310 .

AMA Style

María Vicent, Cándido J. Inglés, Ricardo Sanmartín, Carolina Gonzálvez, Beatriz Delgado, José Manuel García-Fernández. Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age. Brain Sciences. 2019; 9 (11):310.

Chicago/Turabian Style

María Vicent; Cándido J. Inglés; Ricardo Sanmartín; Carolina Gonzálvez; Beatriz Delgado; José Manuel García-Fernández. 2019. "Spanish Validation of the Child and Adolescent Perfectionism Scale: Factorial Invariance and Latent Means Differences across Sex and Age." Brain Sciences 9, no. 11: 310.

Review
Published: 03 October 2019 in International Journal of Environmental Research and Public Health
Reads 0
Downloads 0

School attendance problems negatively affect students' development. This study attempted to identify different school refusal behavior profiles and to examine their relationship with three dimensions of social anxiety (fear of negative evaluation, social avoidance and distress in new situations, and social avoidance and distress that is experienced more generally in the company of peers) and the perception of family functioning. Participants included 1842 Spanish adolescents (53% girls) aged 15-18 years (M = 16.43; SD = 1.05). The School Refusal Assessment Scale-Revised (SRAS-R), the Social Anxiety Scale for Adolescents (SAS-A), and the Family APGAR Scale (APGAR: Adaptation, Partnership, Growth, Affection, and Resolve) were administered. Latent class analysis revealed four school refusal behavior profiles: non-school refusal behavior, high school refusal behavior, moderately low school refusal behavior, and moderately high school refusal behavior. Analyses of variance (ANOVA) indicated that adolescents' with the profile of high school refusal behavior showed higher scores in all the subscales of social anxiety. In contrast, the non-school refusal behavior group revealed higher scores in the perception of good family functioning, whereas the high school refusal behavior profile obtained the lowest scores in this scale. These findings suggest that students who reject school are at a higher risk of developing social anxiety problems and manifesting family conflicts. These students should be prioritized in order to attend to their needs, promoting self-help to overcome social anxiety and family problems with the purpose of preventing school refusal behaviors.

ACS Style

Carolina Gonzálvez; Ángela Díaz-Herrero; Ricardo Sanmartín; María Vicent; Antonio M. Pérez-Sánchez; José M. García-Fernández. Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents. International Journal of Environmental Research and Public Health 2019, 16, 3731 .

AMA Style

Carolina Gonzálvez, Ángela Díaz-Herrero, Ricardo Sanmartín, María Vicent, Antonio M. Pérez-Sánchez, José M. García-Fernández. Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents. International Journal of Environmental Research and Public Health. 2019; 16 (19):3731.

Chicago/Turabian Style

Carolina Gonzálvez; Ángela Díaz-Herrero; Ricardo Sanmartín; María Vicent; Antonio M. Pérez-Sánchez; José M. García-Fernández. 2019. "Identifying Risk Profiles of School Refusal Behavior: Differences in Social Anxiety and Family Functioning Among Spanish Adolescents." International Journal of Environmental Research and Public Health 16, no. 19: 3731.

Original research article
Published: 14 August 2019
Reads 0
Downloads 0

This study aims to examine the factorial invariance and latent mean differences across gender of the Spanish version of the Child and Adolescent Social Adaptive Functioning Scale (Study 1) and to value the function of social functioning as a protective ability of school refusal behavior (Study 2). Participants were Spanish students aged 8–12 years carefully chosen by simple random cluster, 345 for the first study (M = 9.17; SD = 1.03) and 1,032 students for the second study (M = 10.02; SD = 1.77). The measures used were the Child and Adolescent Social Adaptive Functioning Scale (CASAFS) and the School Refusal Assessment Scale-Revised (SRAS-R). Results about the validation of the scale supported the model proposed in this study for the CASAFS, with 15 items and a four-factor structure (school performance, peer relationships, family relationships, and home duties/self-care). Findings revealed invariance across gender for this model and good internal consistency levels were exhibited in each of the four dimensions of the CASAFS (0.76, 0.72, 0.74, and 0.71). Latent mean differences did not report differences between boys and girls. Regarding the second study, the social functioning acted as a protective factor of school refusal behavior by negatively and significantly predicting high scores in school refusal behavior due to anxiety symptoms or feelings of negative affect linked to the obligation to attend school. Opposite results were found for those students who justify their refusal to attend school in pursuing tangible reinforcements outside the school setting. These findings strengthen the reliability and validity of the CASAFS and the idea of social functioning as a person’s ability which could prevent school refusal behavior is discussed.

ACS Style

Carolina Gonzálvez; Cándido J. Inglés; Ainhoa Martínez-Palau; Ricardo Sanmartín; María Vicent; José M. García-Fernández. Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children. 2019, 10, 1894 .

AMA Style

Carolina Gonzálvez, Cándido J. Inglés, Ainhoa Martínez-Palau, Ricardo Sanmartín, María Vicent, José M. García-Fernández. Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children. . 2019; 10 ():1894.

Chicago/Turabian Style

Carolina Gonzálvez; Cándido J. Inglés; Ainhoa Martínez-Palau; Ricardo Sanmartín; María Vicent; José M. García-Fernández. 2019. "Child and Adolescent Social Adaptive Functioning Scale: Factorial Invariance, Latent Mean Differences, and Its Impact on School Refusal Behavior in Spanish Children." 10, no. : 1894.

Review
Published: 01 February 2019 in Journal of Affective Disorders
Reads 0
Downloads 0

Perfectionism is a prevalent disposition of personality involved in the development and maintenance of a wide range of psychological disorders. The Child and Adolescent Perfectionism Scale (CAPS) is the most usually applied test to assess perfectionism in children and adolescents. This study aimed: (a) to conduct a reliability generalization meta-analysis to estimate the average reliability of the CAPS scores and to search for characteristics of the studies that may explain the variability among reliability estimates, and (b) to estimate the reliability induction rate of the CAPS. An exhaustive search allowed to select 56 studies that reported alpha coefficients with the data at hand for the CAPS. The average alpha coefficients were 0.87, 0.84 and 0.83, respectively for the CAPS total score and its two subscales, Socially Prescribed Perfectionism (SPP) and Self-Oriented Perfectionism (SOP). Regarding O'Connor's version, the average reliability coefficients were 0.82, 0.74 and 0.73, respectively, for SPP, SOP-Critical and SOP-Strivings. Some study characteristics (ethnicity, language, mean age and standard deviation of the scores, psychometric vs applied) showed a statistical association with the reliability coefficients of SPP and SOP. The reliability induction rate was 29.8%. Due to the scarcity of studies, we could not examine the reliability scores of other versions of the CAPS and test-retest reliability. In terms of reliability, the original version of the CAPS present better results than O'Connor's version. The original version of the CAPS is a reliable instrument to be employed with general research purposes, but not for clinical practice.

ACS Style

María Vicent; María Rubio-Aparicio; Julio Sánchez-Meca; Carolina Gonzálvez. A reliability generalization meta-analysis of the child and adolescent perfectionism scale. Journal of Affective Disorders 2019, 245, 533 -544.

AMA Style

María Vicent, María Rubio-Aparicio, Julio Sánchez-Meca, Carolina Gonzálvez. A reliability generalization meta-analysis of the child and adolescent perfectionism scale. Journal of Affective Disorders. 2019; 245 ():533-544.

Chicago/Turabian Style

María Vicent; María Rubio-Aparicio; Julio Sánchez-Meca; Carolina Gonzálvez. 2019. "A reliability generalization meta-analysis of the child and adolescent perfectionism scale." Journal of Affective Disorders 245, no. : 533-544.

Investigaciones
Published: 01 December 2018 in Estudios pedagógicos (Valdivia)
Reads 0
Downloads 0

El objetivo de este estudio fue examinar la relación entre el afecto positivo y el rechazo escolar en función de cuatro factores explicativos: I. Evitar la Afectividad Negativa, II. Escapar de la aversión Social/Evaluación, III. Captar la Atención y IV. Obtener Refuerzos Tangibles. Participaron 1078 estudiantes españoles de 3º a 6º de Educación Primaria (M = 9.63; DE = 1.12) quienes cumplimentaron la 10-Item Positive and Negative Affect Schedule for Children y la School Refusal Assessment Scale-Revised. El afecto positivo predijo negativa y significativamente altas puntuaciones de rechazo escolar para los dos primeros factores, mientras que de manera positiva y significativa para el tercer y cuarto factor. Se discute el papel del afecto positivo como factor protector del rechazo escolar.

ACS Style

Carolina Gonzálvez; Ricardo Sanmartín; María Isabel Gómez-Núñez; Pilar Aparicio; María Vicent. El afecto positivo como factor protector del comportamiento de rechazo a la escuela. Estudios pedagógicos (Valdivia) 2018, 44, 89 -99.

AMA Style

Carolina Gonzálvez, Ricardo Sanmartín, María Isabel Gómez-Núñez, Pilar Aparicio, María Vicent. El afecto positivo como factor protector del comportamiento de rechazo a la escuela. Estudios pedagógicos (Valdivia). 2018; 44 (3):89-99.

Chicago/Turabian Style

Carolina Gonzálvez; Ricardo Sanmartín; María Isabel Gómez-Núñez; Pilar Aparicio; María Vicent. 2018. "El afecto positivo como factor protector del comportamiento de rechazo a la escuela." Estudios pedagógicos (Valdivia) 44, no. 3: 89-99.

Articles
Published: 13 November 2018 in Educational Psychology
Reads 0
Downloads 0

Anxiety is a common mental health factor associated with school refusal behaviour. This study aims to identify different school refusal behaviour profiles and to determine whether or not these profiles differ from each other based on three anxiety dimensions (Anticipatory Anxiety, School-based performance anxiety and Generalized Anxiety). Participants were Spanish children (N = 1113; 52.3% male) aged 8–11 years (M = 9.53; SD = 1.10). The School Refusal Assessment Scale-Revised (SRAS-R) and the Visual Analogue Scale for Anxiety-Revised (VAA-R) were administered. Cluster analysis revealed four school refusal behaviour profiles: Non-School refusal, School Refusal by Positive Reinforcement, School Refusal by Negative Reinforcement, and School Refusal by Mixed Reinforcement. The Mixed Reinforcement group was the most maladaptive profile since it obtained the highest mean scores on the three dimensions and the total score of the VAA-R. In contrast, Non-School Refusal and Positive Reinforcement groups revealed the lowest scores in all of the anxiety dimensions. Our findings underscore the idea certain school refusal behaviour profiles have a higher risk of presenting anxious symptoms. In these cases, the control of anxiety may be an important goal of preventive interventions.

ACS Style

Carolina Gonzálvez; Cándido J. Inglés; Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; José M. García-Fernández. Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety. Educational Psychology 2018, 40, 767 -780.

AMA Style

Carolina Gonzálvez, Cándido J. Inglés, Aitana Fernández-Sogorb, Ricardo Sanmartín, María Vicent, José M. García-Fernández. Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety. Educational Psychology. 2018; 40 (6):767-780.

Chicago/Turabian Style

Carolina Gonzálvez; Cándido J. Inglés; Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; José M. García-Fernández. 2018. "Profiles derived from the School Refusal Assessment Scale-Revised and its relationship to anxiety." Educational Psychology 40, no. 6: 767-780.

Review
Published: 27 October 2018 in Sexuality and Disability
Reads 0
Downloads 0

The aim of this meta-analysis was to examine the effectiveness of sex education programs for people with intellectual disabilities, exploring the effects of possible moderating variables. 31 independent studies were identified, from 8 research reports published between 1988 and 2017. The results revealed mean effect sizes in favor of the experimental group, being of large magnitude for the components inappropriate behaviors (d = − 1.26) and Decision making (d = − 1.03), and of moderate magnitude for the global effect (d = − .64). The analyses revealed that single-sex groups, publications between 2000 and 2009 and a high degree of training and experience to deliver the programs were moderating variables that had a great effect on the effectiveness of the programs for the global effect component. Similar results were obtained for the decision making dimension while no significant moderating variables were found for the inappropriate behaviors dimension. Understanding how effective sex educational programs work is essential to this social group. Practical implications are discussed from the results obtained.

ACS Style

Carolina Gonzálvez; Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; Lucía Granados; José M. García-Fernández. Efficacy of Sex Education Programs for People with Intellectual Disabilities: A Meta-Analysis. Sexuality and Disability 2018, 36, 331 -347.

AMA Style

Carolina Gonzálvez, Aitana Fernández-Sogorb, Ricardo Sanmartín, María Vicent, Lucía Granados, José M. García-Fernández. Efficacy of Sex Education Programs for People with Intellectual Disabilities: A Meta-Analysis. Sexuality and Disability. 2018; 36 (4):331-347.

Chicago/Turabian Style

Carolina Gonzálvez; Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; Lucía Granados; José M. García-Fernández. 2018. "Efficacy of Sex Education Programs for People with Intellectual Disabilities: A Meta-Analysis." Sexuality and Disability 36, no. 4: 331-347.

Journal article
Published: 20 August 2018 in Psychiatry Research
Reads 0
Downloads 0

Negative emotional states are common among youth with problematic school absenteeism, but little is known about their presence across different school refusal behavior profiles. The aim of this study was twofold: to identify different cluster solutions across functional profiles of school refusal behavior (I. Avoidance of Negative Affectivity, II. Escape from Social and/or Evaluative Situations, III. Pursuit of Attention, and IV. Pursuit of Tangible Reinforcement) and to determine whether these profiles differ from each other based on dimensions of depression, anxiety, and stress. The sample consisted of 1582 Ecuadorian adolescents aged 12-18 years (M = 14.83; SD = 1.86) who completed the School Refusal Assessment Scale-Revised (SRAS-R) and the Depression, Anxiety and Stress Scale-21 (DASS-21). Latent class analysis revealed three school refusal profiles: non-school refusal behavior, school refusal behavior by tangible reinforcements, and school refusal behavior by multiple reinforcements. The last group displayed the most maladaptive profile and revealed highest mean scores on the three dimensions of the DASS-21 compared to other groups. To promote mental health in this group it is a necessary goal due to their link with these negative emotional states. Prevention measures to strengthen emotional self-regulation should be considered in these cases.

ACS Style

Carolina Gonzálvez; Christopher A. Kearney; Carlos E. Jiménez-Ayala; Ricardo Sanmartín; María Vicent; Cándido J. Inglés; José M. García-Fernández. Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress. Psychiatry Research 2018, 269, 140 -144.

AMA Style

Carolina Gonzálvez, Christopher A. Kearney, Carlos E. Jiménez-Ayala, Ricardo Sanmartín, María Vicent, Cándido J. Inglés, José M. García-Fernández. Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress. Psychiatry Research. 2018; 269 ():140-144.

Chicago/Turabian Style

Carolina Gonzálvez; Christopher A. Kearney; Carlos E. Jiménez-Ayala; Ricardo Sanmartín; María Vicent; Cándido J. Inglés; José M. García-Fernández. 2018. "Functional profiles of school refusal behavior and their relationship with depression, anxiety, and stress." Psychiatry Research 269, no. : 140-144.