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Dr. Ricardo Sanmartín
Alicante University

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0 Latent Class Analysis
0 primary education
0 affect
0 validation and assessment
0 perfectionism

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Journal article
Published: 31 July 2021 in International Journal of Environmental Research and Public Health
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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.

Journal article
Published: 05 July 2021 in Sustainability
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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.

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.

Research article
Published: 19 February 2021 in The Spanish Journal of Psychology
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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
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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.

Public health
Published: 03 December 2020 in Frontiers in Public Health
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Students with school attendance problems are a diverse and heterogeneous group whose patterns of symptomatology can change over time. This study aims to identify different school refusal behavior profiles and to determine whether these profiles differ from each other based on four situational factors and three response systems of school anxiety across gender. The participants were 1,685 Spanish students (49% female) aged 15–18 years (M = 16.28; SD =0.97). The School Refusal Assessment Scale-Revised (SRAS-R) and the School Anxiety Inventory (SAI) were administered. Latent profile analysis revealed five school refusal behavior profiles: Non-School Refusal Behavior, Mixed School Refusal Behavior, School Refusal Behavior by Positive Reinforcement, Low School Refusal Behavior, and High School Refusal Behavior. The results indicated that High School Refusal Behavior and Mixed School Refusal Behavior groups were the most maladaptive profiles since it obtained the highest mean scores on school anxiety. In contrast, Non-School Refusal and School Refusal Behavior by Positive Reinforcement groups revealed the lowest scores in school anxiety. Non-significant gender-based differences were found, only girls were more represented in the mixed school refusal behavior profile in comparison with boys but with a small effect size. Findings are discussed in relation to the importance of promoting good mental health to prevent school attendance problems in adolescents and younger ages.

ACS Style

Carolina Gonzálvez; Ángela Díaz-Herrero; Ricardo Sanmartín; María Vicent; Aitana Fernández-Sogorb; José M. García-Fernández. Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety. Frontiers in Public Health 2020, 8, 1 .

AMA Style

Carolina Gonzálvez, Ángela Díaz-Herrero, Ricardo Sanmartín, María Vicent, Aitana Fernández-Sogorb, José M. García-Fernández. Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety. Frontiers in Public Health. 2020; 8 ():1.

Chicago/Turabian Style

Carolina Gonzálvez; Ángela Díaz-Herrero; Ricardo Sanmartín; María Vicent; Aitana Fernández-Sogorb; José M. García-Fernández. 2020. "Testing the Functional Profiles of School Refusal Behavior and Clarifying Their Relationship With School Anxiety." Frontiers in Public Health 8, no. : 1.

Journal article
Published: 12 August 2020 in International Journal of Environmental Research and Public Health
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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: 31 July 2020 in Sustainability
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Children tend to develop forms of anxiety that can be associated with school violence. However, the previous scientific literature on anxiety and aggression is scarce. In addition, it has only focused on examining differential relationships between both variables. This study aimed to analyze the relationships between three forms of anxiety (anticipatory anxiety, school-based performance anxiety, and generalized anxiety) and the components of aggression (physical and verbal aggression, anger, and hostility) by adopting a person-centered approach. The sample consisted of 1161 Spanish students from 8 to 11 years old (M = 9.72, SD = 1.14); 46.2% were boys. Informed written consent from the parents or legal guardians was obtained. The Visual Analogue Scale for Anxiety—Revised and the Aggression Questionnaire were used. The latent profile analysis technique identified three profiles of anxious children: Low Anxiety, High School-based Performance Anxiety, and High Anxiety. The High Anxiety group scored significantly higher than the Low Anxiety group in all components of aggression, with effect sizes ranging from moderate to large (d = 0.59 to 0.99). The High Anxiety profile showed significantly higher scores than the high school-based performance anxiety profile only in anger (d = 0.56) and hostility (d = 0.44). The results have relevant implications for practice, since there is evidence that different intervention strategies should be applied according to the risk profile.

ACS Style

Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior. Sustainability 2020, 12, 6199 .

AMA Style

Aitana Fernández-Sogorb, Ricardo Sanmartín, María Vicent, José Manuel García-Fernández. Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior. Sustainability. 2020; 12 (15):6199.

Chicago/Turabian Style

Aitana Fernández-Sogorb; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. 2020. "Latent Profiles of Anxious Children and Their Differences in Aggressive Behavior." Sustainability 12, no. 15: 6199.

Journal article
Published: 12 May 2020 in Sustainability
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The aim of this study was to examine the relationship between emotional intelligence (EI), generativity and self-efficacy, identifying different profiles of emotional intelligence. 834 secondary school teachers participated in the study by completing the Trait Meta-Mood Scale–24 (TMMS–24), the Loyola Generativity Scale and the General Self-Efficacy Scale. Cluster analysis identified four EI profiles: the first with high scores in attention and low scores in repair, the second with high scores in all dimensions of EI, the third with low scores in all EI dimensions and a fourth profile with low scores in attention and high scores in repair. Results showed significant statistical differences between the EI profiles found and the different dimensions of generativity and self-efficacy. Logistic regression analysis showed that EI was a statistically significant predictor of generativity, since teachers with high EI scores were more likely to present high scores in positive generativity and self-efficacy and lower probability of presenting high scores in generative doubts.

ACS Style

David Aparisi; Lucía Granados; Ricardo Sanmartín; María Carmen Martínez-Monteagudo; José Manuel García-Fernández. Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers. Sustainability 2020, 12, 3950 .

AMA Style

David Aparisi, Lucía Granados, Ricardo Sanmartín, María Carmen Martínez-Monteagudo, José Manuel García-Fernández. Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers. Sustainability. 2020; 12 (10):3950.

Chicago/Turabian Style

David Aparisi; Lucía Granados; Ricardo Sanmartín; María Carmen Martínez-Monteagudo; José Manuel García-Fernández. 2020. "Relationship between Emotional Intelligence, Generativity and Self-Efficacy in Secondary School Teachers." Sustainability 12, no. 10: 3950.

Journal article
Published: 05 May 2020 in International Journal of Environmental Research and Public Health
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This study complements extant variable-centered research that focus on the relationship between perfectionism and the autonomous and controlled motivation to exercise. A person-centered approach is used for identifying perfectionism profiles as well as analyzing inter-profile differences in terms of the six regulatory styles located on the autonomy-control continuum. A sample of 597 (Mage = 22.08, SD = 3.33) Ecuadorian undergraduates enrolled in a sport science degree program was employed. Latent Profile Analysis based on two higher-order perfectionism dimensions, Perfectionistic Strivings (PS) and Perfectionistic Concerns (PC), supported a four-class solution: Non-Perfectionists (low PS and PC), Adaptive Perfectionists (high PS and low PC), Maladaptive Perfectionists (high PS and PC), and Moderate Perfectionists (moderate PS and PC). Adaptive Perfectionists obtained the highest means on Intrinsic, Integrated, and Identified regulations. However, these differences where only significant when compared with Moderate Perfectionists, and only in the case of Integrated regulation, in comparison with Non-Perfectionists. In contrast, Maladaptive Perfectionists obtained significantly higher scores on Introjected and External regulations as well as on Amotivation than the other three classes. Results are discussed in light of Self-Determination Theory.

ACS Style

María Vicent; Ricardo Sanmartín; Oswaldo Vásconez-Rubio; José Manuel García-Fernández. Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory. International Journal of Environmental Research and Public Health 2020, 17, 3206 .

AMA Style

María Vicent, Ricardo Sanmartín, Oswaldo Vásconez-Rubio, José Manuel García-Fernández. Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory. International Journal of Environmental Research and Public Health. 2020; 17 (9):3206.

Chicago/Turabian Style

María Vicent; Ricardo Sanmartín; Oswaldo Vásconez-Rubio; José Manuel García-Fernández. 2020. "Perfectionism Profiles and Motivation to Exercise Based on Self-Determination Theory." International Journal of Environmental Research and Public Health 17, no. 9: 3206.

Journal article
Published: 08 April 2020 in Sustainability
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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
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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
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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
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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
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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
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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.

Investigaciones
Published: 01 December 2018 in Estudios pedagógicos (Valdivia)
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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.

Journal article
Published: 30 November 2018 in Revista Latinoamericana de Psicología
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Beatriz Delgado; David Aparisi; José M. García-Fernández; Ricardo Sanmartín; Jesús Redondo; Cándido J. Inglés; Universidad De Alicante; Universidad Pontificia Bolivariana; Universidad Miguel Hernández De Elche. Estilos atribucionales en estudiantes españoles de Educación Secundaria Obligatoria con alta ansiedad social autoinformada. Revista Latinoamericana de Psicología 2018, 50, 1 .

AMA Style

Beatriz Delgado, David Aparisi, José M. García-Fernández, Ricardo Sanmartín, Jesús Redondo, Cándido J. Inglés, Universidad De Alicante, Universidad Pontificia Bolivariana, Universidad Miguel Hernández De Elche. Estilos atribucionales en estudiantes españoles de Educación Secundaria Obligatoria con alta ansiedad social autoinformada. Revista Latinoamericana de Psicología. 2018; 50 (2):1.

Chicago/Turabian Style

Beatriz Delgado; David Aparisi; José M. García-Fernández; Ricardo Sanmartín; Jesús Redondo; Cándido J. Inglés; Universidad De Alicante; Universidad Pontificia Bolivariana; Universidad Miguel Hernández De Elche. 2018. "Estilos atribucionales en estudiantes españoles de Educación Secundaria Obligatoria con alta ansiedad social autoinformada." Revista Latinoamericana de Psicología 50, no. 2: 1.

Articles
Published: 13 November 2018 in Educational Psychology
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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
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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: 11 October 2018 in Journal of Personality Assessment
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ACS Style

María Isabel Gómez-Núñez; María Soledad Torregrosa; Cándido J. Inglés; Nelly G. Lagos San Martín; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. Factor Invariance of the Trait Meta-Mood Scale–24 in a Sample of Chilean Adolescents. Journal of Personality Assessment 2018, 102, 231 -237.

AMA Style

María Isabel Gómez-Núñez, María Soledad Torregrosa, Cándido J. Inglés, Nelly G. Lagos San Martín, Ricardo Sanmartín, María Vicent, José Manuel García-Fernández. Factor Invariance of the Trait Meta-Mood Scale–24 in a Sample of Chilean Adolescents. Journal of Personality Assessment. 2018; 102 (2):231-237.

Chicago/Turabian Style

María Isabel Gómez-Núñez; María Soledad Torregrosa; Cándido J. Inglés; Nelly G. Lagos San Martín; Ricardo Sanmartín; María Vicent; José Manuel García-Fernández. 2018. "Factor Invariance of the Trait Meta-Mood Scale–24 in a Sample of Chilean Adolescents." Journal of Personality Assessment 102, no. 2: 231-237.