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School Factors Associated with School Refusal- and Truancy-Related Reasons for School Non-Attendance
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- Author(s): Havik, Trude; Bru, Edvin; Ertesvåg, Sigrun K.
- Language:
English- Source:
Social Psychology of Education: An International Journal. Jun 2015 18(2):221-240.- Publication Date:
2015- Document Type:
Journal Articles
Reports - Research - Language:
- Additional Information
- Availability: Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: [email protected]; Web site: http://www.springerlink.com
- Peer Reviewed: Y
- Source: 20
- Education Level: Grade 6
Intermediate Grades
Middle Schools
Elementary Education
Grade 7
Junior High Schools
Secondary Education
Grade 8
Grade 9
High Schools
Grade 10 - Subject Terms: Student Attitudes; Peer Relationship; Classroom Techniques; Truancy; Attendance Patterns; Student Behavior; Questionnaires; Foreign Countries; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10; Structural Equation Models; Bullying; Social Isolation; At Risk Students; Correlation; Teacher Influence; Multivariate Analysis
- Subject Terms:
- Accession Number: 10.1007/s11218-015-9293-y
- ISSN: 1381-2890
- Abstract: The primary aim of this study was to investigate how students' perceptions of relationships with peers at school and teachers' classroom management are associated with school refusal-related reasons and truancy-related reasons for school non-attendance. The study included controls for emotional stability and relevant parental variables. A student self-report questionnaire was implemented, and students were recruited from 45 schools in seven municipalities in Norway. The survey was conducted at the end of the autumn term in 2012, with a total of 5,465 students from the 6th-10th grades participating. The sample of students was examined to obtain a subsample consisting of those students who reported that they had been absent from school at some time during the past 3 months (N = 3,629). Multivariate associations were studied in this subsample through the use of structural equation modeling. The findings of this study suggest that poor relationships with peers at school could be an important risk factor for school refusal and could be a moderate risk factor for truancy. Moreover, according to these results, teachers' classroom management could play a role in school refusal indirectly by preventing bullying and social exclusion by peers. Finally, a direct association of teachers' classroom management with school refusal-related and truancy-related reasons was found among secondary school students, suggesting that perceived poor support from teachers could increase the risk of school refusal and truancy among these students. The present study underscores the importance of efforts to prevent bullying as a measure to reduce school refusal. Finally, the findings imply that the role of school factors must always be taken into account in connection with unexcused school non-attendance.
- Abstract: As Provided
- Number of References: 93
- Publication Date: 2015
- Accession Number: EJ1064431
- Availability:
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