School refusal and cognitive anxiety
El rechazo escolar y la ansiedad cognitiva
Autor
Aparicio, María del Pilar
Cargua, Nancy
Jiménez, Carlos Edisson
García, José Manuel
Resumen
There are a number of factors that can have a negative impact on academic achievement, as well as on positive social and school adaptation. One of these is school anxiety at the cognitive level, known as negative thoughts and images of school situations that trigger avoidance and/or escape from the clasroom of school institution. The objective of this study was to analyze differences in school refusal based on high and low scores in cognitive anxiety, in a sample of 1588 adolescents between 12 and 18 years of age, enrolled in secondary in high school courses. To this end, the cognitive scale of the Inventario de Ansiedad Escolar para Educación Secundaria (IAES) and the School Refusal Assessment Scale-Revised (SRASR) were applied. The findings of the study show that adolescents with high cognitive anxiety, unlike their peers with low scores, score significantly higher in three of the four dimensions of SRAS-R. In conclusion, these results point the negative consequences for the school and psychosocial adaptation of students, in line with previous literatura, which supports the need to design interventions that minimize the problem. Hay diversos factores que pueden repercutir negativamente en el rendimiento académico, así como en una positiva adaptación social y escolar. Uno de ellos es la ansiedad escolar a nivel cognitivo, conocida como aquellos pensamientos e imágenes de carácter negativo ante situaciones escolares que desencadenan circunstancias de evitación y/o escape del aula o institución escolar. El objetivo del presente estudio fue analizar las diferencias en rechazo escolar en función de las altas y bajas puntuaciones en ansiedad cognitiva, en una muestra de 1588 adolescentes entre 12 y 18 años de edad, matriculados en cursos de educación secundaria y bachillerato. Para ello, se aplicó la escala cognitiva del Inventario de Ansiedad Escolar para Educación Secundaria (IAES) y la Escala de Evaluación del Rechazo Escolar Revisada (SRASR). Los hallazgos del estudio muestran que los adolescentes con alta ansiedad cognitiva, a diferencia de sus iguales con bajas puntuaciones, puntúan significativamente más elevado en tres de las cuatro dimensiones de la SRAS-R. En conclusión, estos resultados apuntan sobre consecuencias negativas en la adaptación escolar y psicosocial del alumnado, en consonancia con literatura previa, lo que respalda la necesidad de diseñar intervenciones que minimicen la problemática.
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